PROTOTYPE AND

CONTEXTUALIZED
DAILY LESSON
PLANS IN
SENIOR HIGH
SCHOOL
PRE-CALCULUS

1
ii
 DEVELOPMENT TEAM
(SHS PRE-CALCULUS)

JOSE L. DONCILLO, CESO V

Schools Division Superintendent

MA. JEANY T. POSTRADO

Asst. Schools Division Superintendent

ROLANDO F. EMBILE JERRY G. FIRMANES

Chief,CID EPS, Mathematics

GILBERT IAN Z. APOSTOL

EPS, LRMDS

DLP WRITERS

CHAD LOWE V. VILLAROYA ALBERT C. MENDIOLA

ARIAN E. GRANADO JOMER O. RUZ
BENEDICK M. AYES ANA ROSE M. LLAMERA
RAMON F. LASALA JOMAR A. GERSALIA
ALDRIN G. DERI RONALD J. DESULO
CYNTHIA U. SEVA GENELITA A. LLANTOS
JOY P. FRAGO LEO J. HUBILLA
RICHARD C. AREVALO JR. EZA C. RAZO
CHILDA V. FAJARDO LUISA E. DIESTA
JOAN E. HAPA DONNA F. ESPELA

DLP EVALUATORS/VALIDATORS

NENITA D. BAGADIONG LETICIA G. GARGALLO

MERCY A. GAMBA GRACE E. PURA
ROLAN G. NEDIA LEO J. HUBILLA
MA. LUISA C. AREVALO ERLINDA MAGDARAOG
DIANE E. MONTEREY MELANY D. PANGILINAN
JUBELLE GRACE B. LAGAJINO GRAZIELLE R. TAN
ARMALYN F. DETOITO FRANCIS C. RAZO
RONALD J. DESULO JUVY GARDUQUE
ESTRELLA E. BALDORADO RONNEL DELLOSA

JERRY G. FIRMANES

iii
 DLP DEMO TEACHERS

JUBELLE GRACE B. LAGAJINO JOMER O. RUZ

CHAD LOWE V. VILLARROYA GRACE E. PURA
JENNIFER D. CORDINETE RAMON F. LASALA
JOHN EDWARD J. FELICIANO FRANCIS C. RAZO
ERLINDA G. GESTIADA LEO J. HUBILLA
GENELITA A. LLANTOS JEZEL E. CODON
ANA ROSE M. LLAMERA JOAN E. HAPA
SHEM REI G. CERVANTES EZA C. RAZO
LETICIA G. GARGALLO MERCY A. GAMBA
ALBERT C. MENDIOLA DONNA F. ESPELA
LUISA E. DIESTA MERCY A. GAMBA
NENITA D. BAGADIONG AURORA ROJO
RICHARD C. AREVALO JR. JOY P. FRAGO
CHRISTINA E. SAJUT ANGELO M. BONGON
MYLENE C. BULAWIN ARIAN E. GRANADO

iv
 TABLE OF CONTENTS

Week/Day LEARNING COMPETENCY CODE PAGE

ANALYTIC GEOMETRY
WEEK. 1 Illustrate the different types of conic
sections: parabola, ellipse, hyperbola, STEM_PC11AG-Ia-1 1-3
DAY 1 and degenerate cases.
2 Define Circle. STEM_PC11AG-Ia-2 4-7

3 Determine the Standard form of a Circle STEM_PC11AG-Ia-3 8-11

Graph a Circle in a Rectangular STEM_PC11AG-Ia-4
4 12-14
Coordinate System.
WEEK. 2 STEM_PC11AG-Ia-5
Define a Parabola. 15-18
DAY1
Determine the Standard Form of STEM_PC11AG-Ib-1
2 19-21
Equation of a Circle.
Graph a Circle in a Rectangular STEM_PC11AG-Ib-2
3 22-26
Coordinate System.
4 Define Ellipse. STEM_PC11AG-Ic-1
27-32
WEEK 3 Determine the Standard Form of STEM_PC11AG-Ic-2
DAY 1 Equation of an Ellipse.
Graph an Ellipse in a Rectangular STEM_PC11AG-Ic-3
2 33-38
Coordinate System.
3 Define a Hyperbola. STEM_PC11AG-Id-1
39-46
Determine the Standard Form of STEM_PC11AG-Id-2
4
Equation of a Hyperbola.
WEEK 4 Graph a Hyperbola in a Rectangular STEM_PC11AG-Id-3 47-52
DAY 1 Coordinate System.
Recognize the Equation and Important
2 Characteristics of the Different Types of STEM_PC11AG-Ie-1 53-60
Conic Sections.
Solves Situational Problems Involving STEM_PC11AG-Ie-2 61-71
3
Conic Sections.
Illustrate Systems of Nonlinear STEM_PC11AG-If-1
4 72-77
Equations.
WEEK 5 Determine the Solutions of Nonlinear STEM_PC11AG-If-g-
Equations Using techniques such as 1 78-89
DAY 1 substitution, elimination, and graphing.
Solves Situational Problems Involving STEM_PC11AG-Ig-2
2 90-99
Systems of Nonlinear Equations
SERIES AND MATHEMATICAL INDUCTION
3 Illustrate Series. STEM_PC11SMI-Ih-1 100-105
4 Differentiate a Series From a Sequence. STEM_PC11SMI-Ih-2 106-110
WEEK 6 Use the Sigma Notation to Represent a
STEM_PC11SMI-Ih-3 111-120
DAY 1 Series.

v
 Illustrate the Principle of Mathematics
2 STEM_PC11SMI-Ih-4 121-127
Induction.

Apply Mathematical Induction in Proving STEM_PC11SMI-Ih-i-

3 128-134
Identities. 1

Apply Mathematical Induction in Proving STEM_PC11SMI-Ih-i-

4 135-138
Identities. 1

WEEK 7 Apply Mathematical Induction in Proving STEM_PC11SMI-Ih-i-

139-143
Identities. 1
DAY 1
Illustrates Pascal’s Triangle in the
2 Expression ( x + y)n for Small Positive STEM_PC11SMI-Ii-2 144-148
Integral Values of n.

3 Prove the Binomial Theorem. STEM_PC11SMI-Ii-3 149-153

Determine any Term of ( x + y)n, Where

4 n is a Positive Integer, without STEM_PC11SMI-Ij-1 154-160
expanding.

WEEK 8 Solve Problems Using Mathematical STEM_PC11SMI-Ij-2 161-164

DAY 1 Induction and the Binomial Theorem.
Solve Problems Using Mathematical
2
Induction and the Binomial Theorem
165-169
Solve Problems Using Mathematical
3
Induction and the Binomial Theorem
TRIGONOMETRY
Illustrate the Unit Circle and the
relationship between the Linear and
4 STEM_PC11T-IIa-1 170-174
Angular Measures of the Central Angle
in a Unit Circle.
WEEK 9 Convert Degree Measure to Radian STEM_PC11T-IIa-2 175-178
DAY 1 Measure and Vice Versa.
Illustrate Angles in Standard Position STEM_PC11T-IIa-3
1 179-182
and Coterminal Angles
2 Illustrate the Different Circular Functions. STEM_PC11T-IIb-1 183-188
Uses Reference Angles to Find Exact STEM_PC11T-IIb-2
3 189-195
Values of Circular Functions.
Determine the Domain and Range of the STEM_PC11T-IIc-1
4 196-203
Different Circular Functions.
WEEK 10 Graph the Six Circular Functions (a) STEM_PC11T-IIc-d-1 204-211
DAY 1 Amplitude, (b) Period, (c) Phase Shift.
Graph the Six Circular Functions (a) STEM_PC11T-IIc-d-1
2 212-228
Amplitude, (b) Period, (c) Phase Shift.
Graph the Six Circular Functions (a) STEM_PC11T-IIc-d-1
3 229-233
Amplitude, (b) Period, (c) Phase Shift.
Solve Problems Involving Circular STEM_PC11T-IId-2
4 224-239
Functions.
WEEK 10 Determine whether an Equation is an STEM_PC11T-IIe-1 240-243
DAY 1 Identity or a Conditional Equation.

vi
 Derive the Fundamental Trigonometric STEM_PC11T-IIe-2
2 244-248
Identities.
Derive Trigonometric Identities Involving STEM_PC11T-IIe-3
3 249-255
Sum and Difference of Angles
Derive the Double and Half-Angle STEM_PC11T-IIf-1
4 256-262
Formulas.
WEEK 11 STEM_PC11T-IIf-2
Simplify Trigonometric Expressions. 263-270
DAY 1
2 Prove Other Trigonometric Identities. STEM_PC11T-IIf-g-1 271-275
Solve Situational Problems Involving STEM_PC11T-IIg-2
3 276-281
Trigonometric Identities.
Illustrate the Domain and Range of the STEM_PC11T-IIh-1
4 282-286
Inverse trigonometric Functions.
WEEK 12 Evaluate an Inverse trigonometric STEM_PC11T-IIh-2 287-291
DAY 1 Expression.
2 Solve Trigonometric Equations. STEM_PC11T-IIh-i-1 292-306
Solve Situational Problems Involving
3 Inverse Trigonometric Functions and STEM_PC11T-Iii-2 301-306
Trigonometric Equations.
Locate Points in Polar Coordinate STEM_PC11T-IIj-1
4 307-313
System.
WEEK 12 Locate Points in Polar Coordinate STEM_PC11T-IIj-1 314-319
DAY 1 System.
Convert the Coordinates of a Point from
2 rectangular to Polar Systems and Vice STEM_PC11T-IIj-2 320-324
Versa.
Solve Situational Problems Involving STEM_PC11T-IIj-3
3 325-331
Polar Coordinate System.

vii
viii
 LEARNING
SCHOOL Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key concepts of
conic sections and systems nonlinear equations.
B. Performance The learners shall be able to model situations appropriately and
Standards solve problems accurately using conic sections and systems of
nonlinear equations
C. Learning The learners illustrate the different types of conic sections:
Competencies/Objectives parabola, ellipse, circle, hyperbola, and degenerate cases.
STEM_PC11AG-Ia-1

1. Identify different types of conic sections: parabola, ellipse,

circle, hyperbola, and degenerate cases.
2. Illustrate the different types of conic sections: parabola, ellipse,
circle, hyperbola, and degenerate cases.
3. Cite the importance of conic sections in real life.
II. CONTENT Conic Sections
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Pre-calculus Teacher’s Guide, pp. 9-11
Pages
2. Learner's Material Pre-calculus Learner's Material, pp. 6-8
Pages
3. Textbook Pages
4. Additional Materials 1. Conic Section 3D Animation by Creative Learning published last
from Learning Resources September 22, 2015 at www.youtube.com

2. Modified Activity from Lesson Plan 3 Conics Section Best

Classroom Practices by Virginia Liards
B. Other Learning 12 Right Circular Cones (6 Double Right Circular Cones), Cutter,
Resources Pencil, Pentel Pen, Ruler, and Coloring Materials (optional)
IV. PROCEDURES Advance Learners Average Learners
A. Reviewing previous Activity I: Value Me!
lesson or presenting the The teacher will show the pictures of the following and ask the
new lesson students to give their importance in daily life.
1. Donsol Butanding’s
Spout
2. San Juanico Bridge
3. Orbit of a Planet
4. Ferris wheels in Town
Fiesta
5. Hourglass
6. Vigan’s Calesa
7. Satellite dish
8. Telescope
9. Pakwan
10. Flashlight

1
B. Establishing a purpose 1. What shape is common in all the pictures?
for the lesson Expected Answer: Curves
2.Why do you think they are designed such?

C. Presenting What are the curves under conic sections?

examples/instances of
new lesson Expected answer: parabola, ellipse, circle, and hyperbola

D. Discussing new Activity 1: See Me to Know Me!

concepts and practicing (Activity sheets should be given to students)
new skill #1

This activity will help the students illustrate the different conic
section and degenerates conics.

The teacher shall process the students’ answers.

E. Discussing new
concepts and practicing Video presentation
new skill # 2
* Conic Sections, the video from
www.youtube.com, entitled Conic Section 3D Animation by
Creative Learning published last September 22, 2015 shall be
utilized.

F. Developing Mastery Guide Questions: Guide Questions:

1. Differentiate 1. In your own words, how will you

Hyperbola, Parabola, describe the following with
Ellipse and circle. reference to the plane and cones:
a. hyperbola
2. Differentiate point, b. parabola
one line, two lines c. ellipse
with reference to the d. circle
plane and cones. e. point
f. one line
3. Differentiate Conic g. two lines.
sections and h. Conic sections
Degenerate Conics. i. Degenerate Conics.

G. Finding practical Ask the students to give real life situations related to conic
application of concepts sections and degenerate conics.
and skills in daily living

2
 H. Making
generalizations and 1. What are the different types of conic sections and
abstraction degenerate conics?
2. How do you illustrate conic sections and degenerate
conics?
I. Evaluating Learning The teacher shall use the same template for Activity 1: See
Me to Know Me!, removing only the portion for instructions,
See and use attached Activity 3: Do you Still Remember Me!

J. Additional activities for Create a miniature models of Create a miniature models of the
application or the Conic Sections and Conic Sections and Degenerate
remediation Degenerate Conics per Conics per group.
group.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
References:
1. Conic Section 3D Animation by Creative Learning published last September 22, 2015 at
www.youtube.com

2. Lesson Plan 3 Conics Section Best Classroom Practices by Virginia

Liards

3
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards conic sections and systems of nonlinear equations
The learners shall be able to model situations appropriately and
B. Performance
solve problems accurately using conic sections and systems of
Standards
nonlinear equations
The learners define a circle. (STEM_PC11AG-Ia-2) and determine
C. Learning its standard form of equation.(STEM_PC11AG-Ia-3)
Competencies/ 1. Define a circle
Objectives 2. Determine the standard form of equation of a circle
3. Appreciate the importance of a circle in daily life.
II. CONTENT Circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pre-Calculus Teacher’s Guide pages 11-13 .
Guide pages
2. Learner’s
Pre-Calculus Learner’s Material pages 8-10,12.
Materials pages
3. Textbook pages
4. Additional
Materials from Conic Sections for Senior High School Students
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
#SagutinMoNaAko
A. Reviewing (Group Quiz Bee)
previous lesson Review on the following:
or presenting a. distance between any two points on the cartesian plane using
the new lesson the distance formula
b. terms related to circle
Present to the class the objectives of the lesson

Using the figures below, guide the students in answering the

following questions.
Figure 1 Figure 2
B. Establishing a
purpose for the
lesson

1. Compare the distances of BC, AC, and PC.

2. What is the length of the radius r in figure 2?

4
 Based from the students’ answers, let them define a circle and
determine its standard equation.

(Note: Guide the students in formulating their answers.

C. Presenting ACTIVITY: #LetsGetonBoard #LetsGetonBoard

examples/ Determine the standard form of Determine the standard form of
instances of the the equation of a circle given its equation of a circle given its
lesson center and radius. center and radius.
1. Center C (0, 0), radius √1 1. Center C ( 0,0 ), radius 2
2. Center C (-2, 7), radius 2 2. Center C (0, 0), radius √1
3. Center C (-9, -2). radius √7 3. Center C ( 1, 2 ), radius 1
4. Center C (5, 4), radius 6 4. Center C ( -1, -2 ), radius 7

The teacher shall process the The teacher shall process the
students’ answers. students’ answers.

#LetsGetOnBoardWithME! #LetsGetOnBoardWithME!
EXAMPLE 1.1.1. In each item, EXAMPLE 1.1.1. In
give the standard equation of the each item, give the standard
circle satisfying the given equation of the circle satisfying
conditions. the given conditions.
1. circle in Figure 1.7 1. circle in Figure 1.7
2. circle A in Figure 1.9 2. circle A in Figure 1.9
3. circle B in Figure 1.9 3. circle B in Figure 1
4. center (5,−6), tangent to the
y-axis
5. center (5,−6), tangent to the
x-axis
D. Discussing new
6. has a diameter with
concepts and
endpoints A(−1, 4) and B(4,
practicing new
2)
skills #1

 Let the students explain how

they got the correct answer.
 The teacher will show the
complete solution for
checking.
 Let the students explain how
they got the correct answer.
 The teacher will show the
complete solution for
checking.
#LetsShowWhatsInME!
E. Discussing Determine the standard form of equation of a circle given the
new concepts following conditions:
and practicing 1. center (3,−5), tangent to the y-axis
new skills #2 2. center (2,−4), tangent to the x-axis
3. has a diameter with end points A(−1, 2) and B( -2, 1)

5
 #GroupiE (Group Activity)
In Each Item, give the standard equation of the circle satisfying the
given conditions,
1. center at the origin, radius 6
F. Developing 2. center (−2, 8), radius √5
Mastery 3. circle in Figure 1
(Leads to 4. center (4,−7), tangent to the y-axis
formative 5. center (10,−4), tangent to the x-axis
Assessment 3) 6. has a diameter with endpoints A(−3, 5) and B(3, 3)

The teacher shall process the answer of the students

G. Finding
practical Students will cite situations showing the importance of circle in real-
applications of life.
concepts and
skills in daily
living
H. Making 1. What is circle?
generalization 2. How do we determine the standard form of the circle?
and
Abstractions
about the
lesson
I. Evaluating #ItsQuizTime!
Learning Determine the standard equation of the circle which satisfies the
given conditions.
1. center at the origin, radius 9
2. center at the origin, radius √11
3. center (−6, 11), radius √20
4. center (6,−2), tangent to the y-axis
5. center (4,−3), tangent to the x-axis

J. Additional  Numbers 10-18 found on page

activities for
application or 17-18 of PRECALCULUS LEARNERS MATERIAL
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners

6
 who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why do this
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other teacher?

7
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards conic sections and systems of nonlinear equations
The learners shall be able to model situations appropriately and
B. Performance
solve problems accurately using conic sections and systems of
Standards
nonlinear equations
The learners determine the standard form of equation of a circle.
(STEM_PC11AG-Ia-3)
C. Learning
1. Transform the standard equation of a circle to general form and
Competencies/
vice versa.
Objectives
2. Find the center and radius of a circle, given its general form
3. Show willingness in the class activity.
II. CONTENT STANDARD EQUATION OF A CIRCLE
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pre-Calculus Teacher’s Guide pages
Guide pages
2. Learner’s
Pre-Calculus Learner’s Material pages
Materials pages
Next Century Mathematics (Pre-Calculus) pages 7-8, 15-19
3. Textbook pages Pre-Calculus John Gabriel Pelias pages 8-10
Mathematics Learners Module for Grade 10 Pages 256- 270.
4. Additional
Materials from Conic Sections for Senior High School Students
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
#SagutinMoNaAko
(Group Quiz Bee)
A. Reviewing Review on the following:
previous lesson or a. Identifying the center and radius of a circle given the standard
presenting the form
new lesson b. Determining the standard equation of a circle given its radius
and center.

a. Ask the students to expand the standard form of equation of

a circle resulting to general form.
B. Establishing a
purpose for the
lesson b. Example: Expand the given equation

3 2 29
(𝑥 − ) + (𝑦 − 3)2 =
2 4

8
C. Presenting a. Present the general equation of a circle
examples/ b. How do you transform general equation of a circle to
instances of the standard form.
lesson c. Present at least two examples from LM, pages 11 – 12.

#Group Activity #Group Activity

Ask the students to form groups Ask the students to form groups
of five. Using a cartolina/manila of five. Using a cartolina/manila
paper, they should choose at paper, they should choose at
least 3 problems below and let least 3 problems below and let
them Transform the equation them Transform the equation
to standard form. (Note: Every to standard form. (Note: Every
group should have at least one group should have at least one
D. Discussing new problem to be presented in front) problem to be presented in front)
concepts and 1. 𝑥 2 +𝑦 2 −2𝑥 − 8𝑦 − 47 = 0 1. 𝑥 2 +𝑦 2 −2𝑥 − 8𝑦 − 47 = 0
practicing new
skills #1
2. 𝑥 2 +𝑦 2 +10𝑥 + 4𝑦 − 52 = 0 2. 𝑥 2 +𝑦 2 +10𝑥 + 4𝑦 − 52 = 0

3. 𝑥 2 +𝑦 2 −10𝑥 − 8𝑦 + 37 = 0 3. 𝑥 2 +𝑦 2 −10𝑥 − 8𝑦 + 37 = 0

4. 𝑥 2 +𝑦 2 −8𝑥 + 2𝑦 − 32 = 0 4. 𝑥 2 +𝑦 2 −8𝑥 + 2𝑦 − 32 = 0

5. 4𝑥 2 +4𝑦 2 +12𝑥 − 4𝑦 − 90 = 0 5. 𝑥 2 +𝑦 2 −4𝑥 + 10𝑦 + 20 = 0

1. How do we find the center and radius of a circle given its

general form of equation?
D. Discussing new 2. Present examples from LM, pages 11 – 12 .
concepts and
DYAD ACTIVITY: DYAD ACTIVITY:
practicing new
Find the center and Find the center and
skills #1
radius of a circle given radius of a circle given
E. Discussing
the following: the following:
new concepts
1. 𝑥 +𝑦 2 +4𝑥 − 4𝑦 − 28 = 0
2 1. 𝑥 +𝑦 2 +4𝑥 − 4𝑦 − 28 = 0
2
and practicing
2. 𝑥 2 +𝑦 2 +2𝑥 + 2𝑦 + 1 = 0 2. 𝑥 2 +𝑦 2 +2𝑥 + 2𝑦 + 1 = 0
new skills #2
3. 𝑥 2 +𝑦 2 −6𝑥 − 10𝑦 + 18 = 0 3. 𝑥 2 +𝑦 2 −20𝑥 + 14𝑦 + 49 = 0

F. Developing Refer to Supplementary Problems 1.1, page 17, nos. 4 – 8

Mastery
(Leads to
formative
Assessment 3)

G. Finding How do you relate circles real life?

practical
applications of
concepts and
skills in daily living
H. Making How do you transform an equation of a circle in general form to
generalization and standard form?
Abstractions about
the lesson

9
I. Evaluating #Group Activity
Learning Find the Standard equation of the circle which satisfies the given
conditions.
6. 𝑥 2 +𝑦 2 − 14𝑥 + 2𝑦 + 14 = 0
7. Concentric with 𝑥 2 +𝑦 2 −2𝑥 − 2𝑦 − 23 = 0 has 1/5 the area.
8. Concentric with 𝑥 2 +𝑦 2 +4𝑥 − 6𝑦 + 9 = 0 and has the same
circumference as 𝑥 2 +𝑦 2 +14𝑥 + 10𝑦 + 62 = 0

Let the students explain how they get the correct answer.
Find the equation of a circle Find the equation of a circle
determined by the given determined by the given
conditions conditions
J. Additional
1. The circle passes through the 1. The circle passes through
activities for
points (-4,8), (4, -4) and (3, - the points (-2,4), (2, -2) and
application or
9) (3, -6)
remediation
2. the center of the circle is at (- 2. the center of the circle is at (-
3,7) and goes through the 3,4) and goes through the
origin. origin.
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why do this
work?
F. What
difficulties did
I encounter
which my

10
 principal or
supervisor
can help me
solve
G. What
innovation or
localized
materials did
I use/
discover
which I wish
to share with
other
teacher?

11
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrates an understanding of the key concepts
Standards of conic sections and systems of nonlinear equations.
The learners shall be able to model situations appropriately and
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equations.
The learners graph the circle in a rectangular coordinate system.
C. Learning (STEM_PC11AG-Ia-4).
Competencies/ 1. Sketch the graph of a circle in a rectangular coordinate
Objectives system.
2. Observe correctness and accuracy in graphing circle.
II. CONTENT Graph of A Circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp. 8-12
Materials pages
3. Textbook pages  PRECALCULUS for Senior High School (pp.10-26)
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Recall
previous lesson or  definition of circle.
presenting the  identifying the center and radius of a circle given its
new lesson equation
(Present the objectives of the lesson)
B. Establishing a
purpose for the How do we graph a circle in a rectangular plane?
lesson

1. The teacher will provide examples on graphing a circle given

the following:

a. Center: Origin, Radius: 5

C. Presenting
b. Center: ( -2, 1), Radius : 4
examples/
c. (𝑥 − 2)2 + (𝑦 + 3)2 = 25
instances of the
d. 𝑦 2 + 𝑦 2 − 6𝑥 + 2𝑦 + 6 = 0
lesson

12
 GROUP ACTIVITY:
Sketch the graph of the following
D. Discussing new 1. 𝑥 2 + 𝑦 2 = 36
concepts and 2. Center (0, 0) and radius = 4
practicing new 3. 𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 + 6 = 0
skills #1 4. 𝑥 2 + 𝑦 2 − 6𝑥 + 4𝑦 − 12 = 0
5. 𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 + 10 = 0

E. Discussing new
concepts and
practicing new
skills #2

Group Activity
Sketch its graph of the following.

1
F. Developing 1. 𝑥 2 + 𝑦 2 =
4
Mastery 3 2
(Leads to 2. (+4)2 + (𝑦 − ) = 1
4
formative 3. 𝑥 2 + 10𝑥 + 𝑦 2 − 4𝑦 − 8 = 0
Assessment 3) 4. Center at ( -8, 4) , radius 12
5. Center at (15, -7) , tangent to the y – axis

G. Finding Solve the given problem in pair.

practical A Cartesian coordinate was used to identify locations on a circular
applications of track. The circular track contains the points A( -2, -4), B( -2, 3),
concepts and C(5,2). Find the total length of the track.
skills in daily living
Let the students identify/enumerate the steps in graphing a circle.

Reminder: When the equation of the circle is written in standard

form, we can consider certain conditions to determine the existence
of the graph based on the value of 𝑟 2 . This is shown in the table
H. Making below.
generalization and Condition Graph
Abstractions about
the lesson 𝑟2 < 0 Empty set

𝑟2 = 0 Point

𝑟2 > 0 Circle

I. Evaluating “You Do” activity!

Learning (Paper and pen)
Sketch the graph of the following.

1. (𝑥 + 1)2 + (𝑦 + 1)2 = 100

2. (𝑥 − 8)2 + (𝑦 − 15)2 = 12
3. 𝑥 2 + 𝑦 2 − 2𝑥 − 15 = 0
4. 𝑥 2 + 𝑦 2 + 6𝑥 − 4𝑦 + 9 = 0
5. 𝑥 2 + 𝑦 2 + 16𝑥 − 10𝑦 + 81 = 0

13
 Use GeoGebra to answer
J. Additional
Supplementary Problems 1.1,
activities for
nos. 7 – 9, page 17 of the LM.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why do this
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

14
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations and appropriately
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equation.
The learners define a parabola and determine the standard form of
equation of a parabola.
STEM_PC 11AG-1a-5 and STEM_ PC 11AG-1b-1
C. Learning
Competencies/
1. Define a parabola.
Objectives
2. Determine the standard form of equation of a parabola whose
vertex is the origin.
3. Show cooperation in doing the activity.
II. CONTENT Parabola
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-calculus Teacher’s Guide pp. 20-24
Guide pages
2. Learner’s Pre-calculus Learner’s Material pp. 19-22
Materials pages
3. Textbook pages
4. Additional
Materials from Reyes, Juan Apolinario C., Precalculus, pp. 3-5
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
Review the graph of quadratic functions defined by the equation
A. Reviewing
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐, 𝑤ℎ𝑒𝑟𝑒 𝑎 ≠ 0
previous lesson or
presenting the
Guide question:
new lesson
How do you describe a parabola when a > 0? When a < 0?

B. Establishing a What is the shape of a satellite dish?

purpose for the How does it capture signal from the center?
lesson Does its shape affect its function?

1. Establish the definition of the parabola using the illustration and

C. Presenting
guide questions below.
examples/
instances of the
a. What is the distance of AF and 𝐴𝐴𝑖 ? FP and 𝑃𝑃𝑖 ? BF and 𝐵𝐵𝑖 ?
lesson
b. Compare the distances between each pair of points?

15
 A

1. Process the students’ answers and have further discussion on

the important features of the graph.
2. Ask the students to define a parabola based from this activity.

1. Using the illustration below, determine the standard equation of

the parabola.

Consider a parabola with vertex at the origin, focus F(0,c) and

directrix with equation y = -c.
Let P(x,y) be a point on the parabola and FP = PPl .,Hence,
FP = PPl
√𝑥 2 + (𝑦 − 𝑐)2 = 𝑦 − (−𝑐)
√𝑥 2 + (𝑦 − 𝑐)2 = 𝑦 + 𝑐
𝑥 2 + 𝑦 2 − 2𝑐𝑦 + 𝑐 2 = 𝑦 2 + 2𝑐𝑦 + 𝑐 2
𝒙𝟐 = 𝟒𝒄𝒚
D. Discussing new NOTE: 𝑥 2 = 4𝑐𝑦 is the standard equation of a parabola with center
concepts and at the origin and opens upward
practicing new
skills #1 2. Present the following examples:

Determine the equation of the parabola

a. With vertex V (0,0) and focus F (0,3)
b. With vertex V(0,0) and passes through point (3,6)
Solutions:
a. c = 3, by substituting to the equation, x2 = 4cy
x2 = 4(3)y
x2 = 12y
x2 = 12y – standard form
b. Since the parabola passes through point (3,6) , use the
formula x2 = 4cy to find the value of c

32 = 4c(6)
9 = 24c
24 24
C = 3/8
By substituting to the value of c in x2 = 4cy
x2 = 3/2y

16
 1. Using an illustration of a parabola that opens downward, give
the standard equation, directrix and its focus.
Example:
Determine the equation of the parabola with vertex V(0,0)
and focus F(0, -3/2) .
E. Discussing
new concepts and
c = 3/2 and the parabola opens downward, by substituting
practicing
to the equation of a parabola that opens downward x2 =-4cy
new skills #2
x2 = -4(3/2)y
x2 = -12/2y
x2 = -6y
x2 = - 6y – standard form

Give additional examples, if necessary.

Advanced Learners Average Learners
Group Activity Group Activity
Divide the students into 5 Divide the students into 5
groups. Let them choose a groups. Let them choose a
leader, secretary and presenter. leader, secretary and presenter.
Determine the standard form of Determine the standard form of
equation of the parabola that equation of the parabola that
satisfies the given condition. satisfies the given condition.
F. Developing
1. V(0,0) F (0, 5/2) 1. V (0,0) F (0, 2)
Mastery (Leads to
2. V (0,0) F (0, -5/4) 2. V (0,0) F (0, -4)
formative
3. V (0,0) opens upward & 3. V (0,0) F (0, ¾)
Assessment 3)
passes through point 4. V (0,0) F (0,-3/4)
(4,2) 5. V (0,0) directrix
4. V (0,0) directrix y = -3
y= -4 . The teacher will process
5. V (0,0) directrix y = 3 the answer of the
The teacher will process students.
the answer of the
students.
(Present a problem)
G. Finding
A satellite dish has a shape called a paraboloid, where each
practical
cross section is a parabola. Since radio signals (parallel to the x axis)
applications of
will bounce off the surface of the dish to the focus, the resistor should
concepts and
be placed at the focus. How far should the resistor be from the
skills in daily living
vertex, if the dish is 12 ft across and 4.5 ft deep at the vertex?
1. How do you define a parabola?
2. Describe each key feature of the parabola: direction of
H. Making opening, directrix, focus, vertex, axis of symmetry, latus
generalization and rectum
Abstractions about 3. How do you determine the standard form of equation of a
the lesson parabola whose vertex is at the origin that opens either
upward or downward?

I. Evaluating Determine the standard form of Determine the standard form of

Learning equation of the parabola with equation of the parabola with
vertex at the origin and satisfies vertex at the origin and satisfies
the given condition. the given condition.

1. Focus (0, -7/2) 1. Focus at (0,3)

2. Directrix y = - 4 2. Focus at (0, -4)

17
 3. Directrix y = -3 3. Focus at (0, 5/2)
4. Opens upward & passes 4. Directrix y = -3
through pt. (-2,4) 5. Directrix y = 2
5. Opens downward & passes
through pt. (-4, -2)
Determine the standard form of equation of the parabola whose
vertex is the origin which satisfies the given condition.
J. Additional
1. Focus at (0,5)
activities for
2. focus at (0,-6)
application or
3. directrix y = 3
remediation
4. The parabola opens upward & passes through (2,6).
5. The parabola opens downward & passes through (2, - 4)
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
do this work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

18
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations appropriately and
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equations.
The learners determine the standard form of equation of a parabola.
STEM_PC 11AG-1b-1
C. Learning 1. Transform the general equation of a parabola to standard
Competencies/ form.
Objectives 2. Determine the vertex, focus, directrix, axis of symmetry and
latus rectum of a parabola given its general equation.
3. Show cooperation in doing an activity.
II. CONTENT Parabola
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-calculus Teacher’s Guide pp. 26-31
Guide pages
2. Learner’s Pre-calculus Learner’s Material pp. 24-31
Materials pages
3. Textbook pages
4. Additional
Materials from Reyes, Juan Apolinario C., Precalculus pp. 16-17
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Review on the following topics:
previous lesson or  Standard form of equations of parabola
presenting the  Completing the square
new lesson

B. Establishing a
How do we transform standard equation of a parabola into general
purpose for the
lesson form and vice versa?

The general form of the equation of a parabola will be posted.

C. Presenting
 𝐴𝑥 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0, where A and C are
examples/
instances of the nonzero
lesson or
 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 = 𝐸 = 0, where B and C are nonzero

19
 Advanced Average
DYAD ACTIVITY: DYAD ACTIVITY:
A. Transform each standard A. Transform each standard
equation of a parabola into a equation of the parabola into a
general form. general form.
1. (𝑥 − 7)2 = −12(𝑦 − 6) 1. (𝑦 + 6)2 = −5(𝑥 + 4)
D. Discussing new 25
2. (𝑥 + 3)2 = − (𝑦 − 4) 2. (𝑥 − 7)2 = 12(𝑦 − 6)
5
concepts and B. Transform each general form
B. Transform each general form
practicing new of equation of a parabola into
of equation of a parabola into
skills #1 standard form.
standard form.
1. 𝑦 2 − 12𝑥 + 8𝑦 = −40
1. 𝑦 2 − 12𝑥 + 8𝑦 = −40
2. 5𝑥 2 + 30𝑥 + 24𝑦 = 51
2. 5𝑥 2 − 30𝑥 + 24𝑦 = 51
(The teacher shall
(The teacher shall process
process students’
students’ answer).
answer).
(Discussion on determining the different key properties of a parabola
when its general equation is given).
Guide the students in answering the problem below.
E. Discussing new Determine the vertex, focus, directrix, latus rectum, and axis of
concepts and symmetry of the parabola given the following equations.
practicing new a. 𝑥 2 + 6𝑥 + 8𝑦 = 7
skills #2 b. 16𝑥 2 + 72𝑥 − 112𝑦 = −221
c. 3𝑦 2 − 24𝑥 = 0
NOTE: It is only after transforming a given general equation to
standard form that we can determine the different key properties of
a parabola.
Group Activity Group Activity
Divide the class into 5 groups. Divide the class into 5 groups.
Let them choose a leader, Let them choose a leader,
secretary and presenter. secretary and presenter.
Determine the vertex, focus, Determine the vertex, focus,
directrix, axis of symmetry, and directrix, axis of symmetry, and
F. Developing endpoints of the latus rectum of endpoints of the latus rectum of
Mastery (Leads to the parabola given below. the parabola given below.
formative 1. x2 - 9y=0 1. y2 + 8x= 0
2
Assessment 3) 2. y + 9/2x = 3 2. x2 + 12y = 0
2
3. 3x - 12x + 4y + 26=0 3. x2 + 10y = 0
2
4. y + 4x + 12y + 4 =0 4. x2 – 4x - 8y – 4 = 0
5. x2 -12x -16y -60 =0 5. x2 - 4y = 8

NOTE: The teacher shall NOTE: The teacher shall

process students’ answer. process students’ answer.
G. Finding (Present this problem)
practical A parabolic mirror is 32 centimeters wide and 10 centimeters
applications of deep. How far from the surface of the mirror will the reflected light
concepts and rays meet? (2cm)
skills in daily living
1. How do you transform general equation of a parabola to standard
H. Making form?
generalization and How do you determine the different key properties of a parabola
Abstractions about given its general form of equation?
the lesson

20
I. Evaluating Determine the vertex, focus, Determine the vertex, focus,
Learning directrix, axis of symmetry, and directrix, axis of symmetry, and
latus rectum of each parabola latus rectum of each parabola
below. below.
1. x2 -16y = 0 1. 3𝑥 2 − 12𝑥 + 2𝑦 + 26 = 0
2. y2 + 8x + 12x-12=0 2. −5𝑦 2 + 2𝑥 − 30𝑦 + 49 = 0
3. −2𝑦 2 + 3𝑥 + 12𝑦 − 15 = 0 3. 2𝑦 2 − 5𝑥 − 12𝑦 − 17 = 0
Optional…
J. Additional
activities for
If a parabolic mirror is 100 cm wide and 25-meter-deep, how far
application or
from the surface of the mirror will the reflected light rays meet?
remediation
(2,475cm or 24.75 m)
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
do this work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

21
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations appropriately and
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equations.
The learners graph a parabola in a rectangular coordinate system.
C. Learning STEM_PC11AG-1b-2
Competencies
/ Objectives 1. Identify the steps in graphing parabola.
2. Graph a parabola in the rectangular coordinate system
II. CONTENT Graphing Parabola in a Rectangular Coordinate System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-Calculus Teachers Guide, pp. 21-29
Guide pages
2. Learner’s Pre-calculus Learner’s Material pp. 19-26
Materials pages
3. Textbook pages
4. Additional
Materials from Reyes, Juan Apolinario C., Precalculus pp. 16-17
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing  What are the different forms of the parabola?
previous lesson or  As a recall, brainstorming activity will be used to review the
presenting the different parts and forms of the parabola
new lesson
B. Establishing a
purpose for the How do we graph a parabola? Can you name some steps?
lesson

Divide the class into four groups. Divide the class into four groups.
C. Presenting Let them identify the different Let them identify the different
examples/ parts of parabola by completing parts of parabola by completing
instances of the the table below. Using the data in the table below.
lesson the table, graph each equation.

22
 Endpoints of Latus

Endpoints of Latus
Axis of Symmetry

Axis of Symmetry
Standard Form

Standard Form
Directrix

Directrix
Rectum

Rectum
Vertex

Vertex
Focus

Focus
1. x2 = 12y
2. y2 = 8x 1. x2 = 12y
3. (x–2)2 = -4(y+4) 2. y2 = 8x
4. y2 + 6y – 6x = -15 3. (x–2)2 = -4(y+4)
4. (y+3)2 = 6(x-1)
Let each group present their
output by stating the process of Let each group present their
graphing the parabola. output to the class.
Check the graph and process the Using the tabulated answers in
answers of the groups. Based on the activity, answer the following
the different responses, questions to graph a parabola.
summarize the process of
graphing the parabola. 1. What is the standard form of
The teacher summarizes the each parabola? What is the
steps in graphing a parabola so direction of its opening?
that they would come up with a 2. Identify the vertex in each
unified procedure. parabola.
 Express the equation of 3. What is the value of c in each
parabola in standard form. equation?
 Identify/tabulate the parts of 4. What is the location of the
the parabola based from the focus and the directrix in
equation. each graph?
D. Discussing new
 Plot the vertex and endpoints 5. What is the length of the latus
concepts and rectum (value of 4c)? What is
of latus rectum in the
practicing new the location of its endpoints?
cartesian plane.
skills #1
 Draw a smooth curve that 6. What is the axis of
passes through the symmetry?
endpoints of the latus rectum
and the vertex. Using the answers in questions
 Plot the other parts such as 1-6, guide the students in
the focus, the directrix and sketching the graph of each
the axis of symmetry. parabola.
Present the following procedure
The teacher may also present in graphing parabola.
the following steps in graphing  Express the equation of
parabola. parabola in standard form.
 Identify/tabulate the parts of
(note: By sketching the graph of the parabola based from the
the parabola, draw a smooth equation.
curve that passes through the

23
 endpoints of the latus rectum and  Plot the vertex and endpoints
the vertex. Include the focus, of latus rectum in the
directrix and axis of symmetry as cartesian plane.
other part of the graph.)  Draw a smooth curve that
passes through the
endpoints of the latus rectum
and the vertex.
 Plot the other parts such as
the focus, the directrix and
the axis of symmetry.

The teacher may also present

the following steps in graphing
parabola.
(note: By sketching the graph of
the parabola, draw a smooth
curve that passes through the
endpoints of the latus rectum and
the vertex. Include the focus,
directrix and axis of symmetry as
other part of the graph.)
E. Discussing new
concepts and
practicing new
skills #2

Graph the following parabola. Graph the following parabola.

Determine its vertex, focus, Determine its vertex, focus,
directrix, axis of symmetry and directrix, axis of symmetry and
endpoints of the latus rectum. endpoints of the latus rectum.
F. Developing Include these points and line in Include these points and line in
Mastery (Leads to the graph. the graph.
formative 1. x2 = 10y 1. x2 = 10y
Assessment 3) 2. 2y2 = -16x 2. y2 = -8x
1
3. (y + 5)2 = -16(x – ) 3. (y + 3)2 = -12(x – 2)
2 1
4. x2 – 6x + 5y = -34 4. (y + 5)2 = -16(x – )
2
5. 16x2 + 72x – 112y = -221 5. x2 – 6x + 5y = -34

The cable of a suspension bridge hangs in the shape of a parabola.

The towers supporting the cable are 400 ft apart and 150 ft high. If
the cable, at its lowest, is 30 ft above the bridge at its midpoint, how
high is the cable 50 ft away (horizontally) from either tower?

G. Finding
practical
applications of
concepts and
skills in daily living

24
H. Making Enumerate the steps in graphing parabola.
generalization and
Abstractions about
the lesson
I. Evaluating Sketch the graph of the following
Sketch the graph of the following
Learning equations. Indicate the vertex,
equations. Indicate the vertex,
focus, directrix, axis of symmetry
focus, directrix, axis of symmetry
and endpoints of the latus
and endpoints of the latus
rectum.
rectum.
(a) x2 = -4y
(a) x2 = -4y
(b) 3y2 = 24x
(b) 3y2 = 24x
1
5 9 (c) (y + )2 = -5(x –2)
(c) (y + )2 = -5(x – ) 2
2 2
(d) x2 + 6x + 8y = 7
(d) y2 – 12x + 8y = -40

(e) 2y2 + 20y – 9x = -68 (e) 2y2 + 20y – 9x = -68

J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve

25
 G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

26
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards conic sections and systems of nonlinear equations
The learners shall be able model situations appropriately and solve
B. Performance problems accurately using conic sections and systems of linear
Standards equations.
The learners define an ellipse ( STEM_PC11AG-Ic-1 ) and
C. Learning determine the standard form of an ellipse. (STEM_PC11AG-Ic-2)
Competencies 1. Find the standard equation of an ellipse given its key
/ Objectives characteristics. (center is at h,k)
2. Transform the general equation of an ellipse to its standard form.
II. CONTENT Equation of an Ellipse
III. LEARNING
RESOURCES
A. References
1. Teacher’s 33-39
Guide pages
2. Learner’s 33-39
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
Portal
https://courses.lumenlearning.com/ivytech-
B. Other Learning
collegealgebra/chapter/writing-equations-of-ellipses-not-
Resources
centered-at-the-origin/
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing
previous lesson or Recall distance formula
presenting the
new lesson

Discuss the definition of an ellipse using the link below

https://drive.google.com/file/d/1mnV7ovs-
FtUkIbrp08cN18AjIjHxyPsS/view?usp=sharing

B. Establishing a Complete the table: Ellipse with center at (0,0)

purpose for the Orientation Equation Vertices Co-Vertices Foci
lesson Horizontal
𝑥2 𝑦2
+ =1
25 16

27
 Vertical
𝑥2 𝑦2
+ =1
16 25
What is the equation of the ellipse if its center is at (h, k)?
Possible answers:
Orientatio Equation Vertices Co- Foci
n Vertice
s
Horizontal 𝑥2 𝑦2 (a,0) & (- (0, b) & (c,0) &
2 + 2 a,0) (0, -b) (-c,0)
𝑎 𝑏
=1
𝑥2 𝑦2 (5,0) & (- (0, 4) & (3,0)&
+ 5,0) (0, -4) (-3,0)
25 16
=1
Vertical 𝑥2 𝑦2 (0, a) & (b,0) & (- (0, c)&
+ (0, -a) b,0) (0, -c)
𝑏 2 𝑎2
=1
𝑥2 𝑦2 (0, 5) & (4,0) & (- (0, 3) &
+ (0, -5) 4,0) (0, -3)
16 25
=1
Like the graphs of other equations, the graph of an ellipse can be
translated. How could we translate ellipse with center at (h, k)?

The teacher will discuss the translation of ellipse with center at

(h, k). Complete the table with the help of the students.
Orientation Equation Vertices Co- Foci
Vertices
(𝑥 − 3)2
25
(𝑦 + 2)2 Note:
+ =1
16 Sketch
Horizontal the graph
(𝑥 − 3)2
16
of the
(𝑦 + 2)2 ellipses.
+ =1
25 Possible
C. Presenting
Vertical answers:
examples/
instances of the Orientation Equation Vertices Co- Foci
lesson Vertice
s
(𝑥 − 3)2 (8,-2) & (3,-2) & (6, -2) &
25 (-2,-2) (3, -6) (0, -2)
(𝑦 + 2)2
+ =1
16
2
Horizontal (𝑥 − ℎ) (h+a,k) & (h,k + b) (h+c,k)
𝑎2 (h - a,k) & (h,k-b) & (h -
(𝑦 − 𝑘)2 c,k)
+ =1
𝑏2
(𝑥 − 3)2 (3,-7) & (-1,-2) & (3,1) &
16 (3,3) (7, -2) (3,-5)
(𝑦 + 2)2
+ =1
25
Vertical (𝑥 − ℎ)2 (h,k + a) (h+b,k)& (h,k+c)&
𝑏2 & (h,k-a) (h - b,k) (h,k-c)
(𝑦 − 𝑘)2
+ =1
𝑎2

28
 Activity 1:
Work in pair. Transform the given ellipse in standard form. Give the
coordinates of the center, vertices, co-vertices, and foci.
1.9x2 + 16y2 - 36x – 96y + 36 = 0
D. Discussing new Let the students present their output.
concepts and
practicing new Possible answers:
skills #1 (𝑥−2)2 (𝑦−3)2
Standard form: + =1
16 9
Center (2,3)
Vertices (-2,3) & (6,3)
Co-vertices (2,6) & (2,0)
Foci (2+√7, 3) & (2 - √7, 3)
The teacher will discuss example 1.34 and 1.35 on pp.39- 40 LM
Pre-Calculus

Example 1.3.4. The foci of an ellipse are (-3; -6) and (-3; 2). For any
point on the ellipse, the sum of its distances from the foci is 14. Find
the standard equation of the ellipse.
E. Discussing new
concepts and Example 1.3.5. An ellipse has vertices (2 - √61, 5) and (2 + √61) and
practicing new its minor axis is 12 units long. Find its standard equation and its foci.
skills #2
Possible answers:
(𝑥+3)2 (𝑦+2)2
Example 1.3.4 + =1
33 49

(𝑥−2)2 (𝑦+5)2
Example 1.3.5 + =1
61 36

A. Give the coordinates of the A. Give the coordinates of the

center, foci, vertices, and co- center, foci, vertices, and co-
vertices of the ellipse with the vertices of the ellipse with the
given equation. given equation.
1. 16x2 – 224x + 25y2 + 250y – 1. x2 + 5y2 – 2x – 4 = 0
191 = 0
B. Find the standard equation of B. Find the standard equation of
the ellipse which satisfies the the ellipse which satisfies the
given condition. given condition.
1. foci (2 - √33, 8) and 1. center (-3,-7), vertical major
F. Developing (2 + √33, 8), the sum of the axis of length 20, minor axis of
Mastery (Leads to distances of any point from the length 12
formative foci is 14
Assessment 3) Possible answers: Possible answers:
(𝑥−7)2 (𝑥−1)2
1. Standard form: + 1. Standard form: + y2 = 1
100 5
(𝑦+5)2 Center (1,0)
=1
64 Vertices (1+ √5,0) &
Center (7,-5) (1- √5,0)
Vertices (17,-5) & (-3,-5) Co-vertices (1,1)& (1,-1)
Co-vertices (7,3)& (7,-13) Foci (3, 0) & (-1, 0)
Foci (11, -5) & (3, -5) (𝑥+3)2 (𝑦+7)2
(𝑥−2)2 (𝑦−8)2 2. + =1
2. + =1 100 36
49 16

29
 Solve the given problem:
A 40-ft wide tunnel has the shape of a semiellipse that is 5 ft high a
distance of 2 ft from either end. How high is the tunnel at its
center?
G. Finding Possible answer:
practical 𝑥2 𝑦2
+ =1
applications of 202 𝑏 2
concepts and
skills in daily living 182 52
+ =1
400 𝑏2

324 25
+ = 1, b2 = 131.58
400 𝑏2

How will you determine the coordinates of center, vertices, co-

vertices and foci given the equation of ellipse in standard form and
in general form?
Notes:
Standard Forms of the Equation of an Ellipse with Center (h, k)
The standard form of the equation of an ellipse with center (h, k) and
(𝑥−ℎ)2 (𝑦−𝑘)2
major axis parallel to the x-axis(horizontal) is + =1
𝑎2 𝑏2
where
 a>b
 the length of the major axis is 2a
 the coordinates of the vertices are (h±a,k)
 the length of the minor axis is 2b
 the coordinates of the co-vertices are (h,k±b)
 the coordinates of the foci are (h±c,k), where
c 2 = a2 – b 2
The standard form of the equation of an ellipse with center (h,k)
(𝑥−ℎ)2 (𝑦−𝑘)2
and major axis parallel to the y-axis (vertical) is + =1
𝑏2 𝑎2
H. Making where
generalization and  a>b
Abstractions about  the length of the major axis is 2a
the lesson  the coordinates of the vertices are (h,k±a)
 the length of the minor axis is 2b
 the coordinates of the co-vertices are (h±b,k)
 the coordinates of the foci are (h,k±c), where c 2=a2−b2

30
 How To: Given the vertices and foci of an ellipse not centered
at the origin, write its equation in standard form.

1. Determine whether the major axis is parallel to the x– or y-axis.

If the y-coordinates of the given vertices and foci are the same,
then the major axis is parallel to the x-axis. Use the standard
(𝑥−ℎ)2 (𝑦−𝑘)2
form + =1
𝑎2 𝑏2

If the x-coordinates of the given vertices and foci are the same,
then the major axis is parallel to the y-axis. Use the standard
(𝑥−ℎ)2 (𝑦−𝑘)2
form + =1
𝑏2 𝑎2

2. Identify the center of the ellipse (h,k) using the midpoint

formula and the given coordinates for the vertices.
3. Find a2 by solving for the length of the major axis, 2a, which is
the distance between the given vertices.
4. Find c2 , found in Step 2, along with the given coordinates for
the foci.
5. Solve for b2 using the equation c2=a2−b2.

Substitute the values for h,k,a2 and b2 into the standard form of the
equation determined in Step

I. Evaluating . Given
Learning (𝑥−3)2 (𝑦−2)2
A. Given + =1
4 1
x2 + 4y2 – 6x - 16y + 21 = 0. Determine the coordinates of
Determine the coordinates of center, vertices, co-vertices, and
center, vertices, co-vertices, and foci.
foci. B. Write the equation of the
B. Write the equation of the ellipse that has a center at (3,5),
ellipse that has a center at (3,5), a focus at (6,5), and a vertex at
a focus at (6,5), and a vertex at (7,5).
(7,5). Possible answers:
Possible answers: Standard form:
Standard form (𝑥−3)2 (𝑦−2)2
+ =1
(𝑥−3)2 (𝑦−2)2 4 1
: + =1 Center (3,2)
4 1
Center (3,2) Vertices (1,2) & (5,2)
Vertices (1,2) & (5,2) Co-vertices (3,3) & (3,1)
Co-vertices (3,3) & (3,1) Foci (3+√3, 2) &
Foci (3+√3, 2) & (3 - √3, 2)
(3 - √3, 2) (𝑥−3)2 (𝑦−5)2
B. + =1
(𝑥−3)2 (𝑦−5)2 16 7
B. + =1
16 7

J. Additional Assignment: LM Supplementary Problems 1.3

activities for
application or p.46, nos. 15 -16
remediation

31
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why do this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teacher?

32
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations and appropriately
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equation.
The learners graph an ellipse in a rectangular coordinate system
C. Learning
Competencies
STEM _PC11AG-Ic-3
/ Objectives

II. CONTENT Graphing An Ellipse

III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-calculus. pdf pages 36 to 43
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from Reyes, Juan Apolinario C., Precalculus, pp. 3-5
Learning
Resources
Portal
1. Geogebra
B. Other Learning 2. Graphing paper
Resources 3. Graphing board
4. *Laptop, projector
IV. PROCEDURES Advanced Learners Average Learners
Recall on the definition of an ellipse and the standard form of
A. Reviewing
equation of an ellipse.
previous lesson or
presenting the
new lesson
The teacher asks: The teacher asks:
1. Given an example of an
1. What is an ellipse? equation of an ellipse using
2. Find the (standard) equation the standard form
of the ellipse whose foci are 2. Find the (standard) equation
F1 (−3, 0) and F2 (3, 0), such of the ellipse whose foci are
that for any point on it, the F1 (−3, 0) and F2 (3, 0), such
sum of its distances from the that for any point on it, the
foci is 10? sum of its distances from the
foci is 10?

33
 Answer Answer
#1. (Use the definition of Ellipse)
#1. (accept all the answer of the
#2Let F1 and F2 be two distinct learners and give the final
points. The set of all points P, definition of an Ellipse)
whose distances from F1 and #2. Let F1 and F2 be two distinct
from F2 add up to a certain points. The set of all points P,
constant, is called an ellipse. Thewhose distances from F1 and
points F1 and F2 are called the from F2 add up to a certain
foci of the ellipse. constant, is called an ellipse. The
points F1 and F2 are called the
Solution # 2. We have 2a = 10 foci of the ellipse.
and c = 3, so a = 5 and
b = √𝑎2 − 𝑐 2 = 4. The equation is Solution # 2. We have 2a = 10
and c = 3, so a = 5 and
b = √𝑎2 − 𝑐 2 = 4. The equation is

B. Establishing a
purpose for the Graphing Ellipses in a rectangular coordinate system
lesson
Example A. Give the coordinates of the foci, vertices, and
covertices of the ellipse with equation
𝑥2 𝑦2
+ =1
25 9
Sketch the graph, and include these points.
Solution A.
With a2 = 25 and b2 = 9, we have a = 5, b = 3, and
c = √(𝒂𝟐 − 𝒃𝟐 ) = 4. foci: F1(−4, 0), F2(4, 0) vertices:
V1(−5, 0), V2(5, 0) covertices: W1(0, −3), W2(0, 3)

C. Presenting
examples/
instances of the
lesson

Example B. Give the coordinates of the foci, vertices, and

𝑥2 𝑦2
covertices of the ellipse with equation + = 1 Sketch the
81 64
graph, and include these points.

Solution B:
With a2 = 81 and b2 = 64, we have a = 9, b = 8, and
c = √(𝒂𝟐 − 𝒃𝟐 ) = 17. foci: F1(−√17, 0), F2(√17, 0) vertices:
V1(−9, 0), V2(9, 0) covertices: W1(0,−8), W2(0, 8)

34
 Divide the class into 5 groups. Provide them with the activity sheet
and the materials needed. Let the learners set their own rules and
standard to follow in doing the group activity.
(Rate each group using the rubrics attached/ agreed by the group)
Give the coordinates of the foci, vertices, and covertices of the
ellipse with equation

Sketch the graph, and include these points.

Group presentation. The leader of each group will discuss their
output in front of the class by graphing ellipse

D. Discussing new Key to correction

concepts and Answer: foci: F1(−12, 0) and F2(12, 0), vertices: V1(−13, 0) and
practicing new V2(13, 0), covertices: W1(0, −5) and W2(0, 5)
skills #1

(Teacher keeps on monitoring while each group is doing the activity

and each presentation the teacher will make clarification if needed
and praise each group for their presentation)
How about if the center of the Ellipse is not at the point of origin of
the Cartesian plane?
The class will be divided in to two groups
E. Discussing new Graph the following: Graph the following:
concepts and (𝑥+2)2 (𝑦−5)2 (𝑥−2)2 (𝑦+5)2
practicing new Group 1: + =1 Group 1: + =1
24 49 49 36
skills #2 (𝑥+3)2 (𝑦+1)2
Group 2: + =1
16 7 (𝑥+1)2 (𝑦−3)2
(Note will discuss more Group 2: + =1
144 100
properties of the graph of an
Ellipse)

35
 Graph the following equations:
F. Developing (𝑥−1)2 (𝑦−2)2
Mastery (Leads to 1. + =1
16 25
formative 𝑥2 𝑦2
2. + =1
Assessment 3) 4 16

G. Finding Direct learners’ attention. Cite objects found in their community or

practical outside the classroom which shows ellipse.
applications of Ex: Tunnels, orbiting of satellite to planets, and orbiting of planets to
concepts and sun.
skills in daily living
H. Making How do we graph ellipses in a rectangular coordinate system?
generalization and (In graphing ellipses we need to determine first the coordinates of
Abstractions about the center, foci, vertices, and covertices and also form its equation
the lesson in standard form.
I. Evaluating Give the coordinates of the center, foci, vertices, and covertices of
Learning the ellipse with the given equation. Sketch the graph, and include
these points.

36
J. Additional Give the coordinates of the center, foci, vertices, and convertices of
activities for the ellipse with equation 41x2 + 16y2 +246x - 192y + 289 = 0. Sketch
application or the graph, and include these points.
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.

37
 E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

38
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations and appropriately
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equation.
The learners define a hyperbola (STEM_PC11AG-1d-1) and
determine the standard form of equation of a hyperbola
C. Learning (STEM_PC11AG-1d-2)
Competencies
/ Objectives 1. Define a hyperbola
2. Determine and define the different parts of the hyperbola
Determine the standard form of equation of hyperbola
II. CONTENT Definition and Equation of Hyperbola
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-calculus. pdf pages pp. 46-52
Guide pages
2. Learner’s Pre-Calculus Learners Material, pp. 46-52
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A .Reviewing 1. In the conics section, what are the different conics we have
previous lesson or discussed?
presenting the 2. Introduce the topic, hyperbola.
new lesson 3. What is a hyperbola?
Divide the class into 4 groups and present a picture of hyperbola
(see figure 1 on the next page). Let the group compute the
B. Establishing a
distances of each given point on the hyperbola from two points, A
purpose for the
and B using the distance formula. Observe the distances and fill-in
lesson
the table that follows.

39
Figure 1

Group 1

Group 2

Group 3

40
 Group 4

Note: The graphs given to each group were all captured from the
singular graph in figure 1.

Guide questions:
1. What are the distances of the given points on the hyperbola
from the two foci (Points A and B)?
Name and Distance from Distance from │ d1 – d2│
Coordinates of point A point B
the point d1 d2

2. Compare your answers with the other groups. What did you
observe?
3. What is the distance between the 2 x-intercepts?
4. What is the relationship found in line with the distance
between the two x-intercepts and │ d1 – d2│?
5. Based from your observations and your answers to the
questions, how are you going to define a hyperbola?
6. Teacher will process the answers given by the students and
come up with the definition below to be posted on the board.

Teacher Activity:
The teacher will discuss the different parts of hyperbola one-by-one
as presented below.
 Center – the intersection of two axes
 Focus (Foci)- fixed points
 Vertices – points where the x-values turn from increasing to
C. Presenting decreasing and vice versa
examples/  Co-vertices – endpoints of the conjugate axis
instances of the  Asymptotes – line such that the perpendicular distance between
lesson the curve approaches zero
 Transverse axis- line segment that connects the vertices
 Conjugate axis – line segment that connects the co-vertices
After discussing, present the relationship between a, b and c as c 2 =
a2 + b2. Ask the students to determine the formula in solving for a, b
and c.
Then the teacher will post the graph below showing all the different
parts of the hyperbola.

41
 Ask the students to determine Ask the students to determine
the location of the different parts the location of the different parts
of hyperbola. of hyperbola

After the activity, the teacher will discuss the details below.
A.

D. Discussing new
concepts and
practicing new
skills #1
𝑥2 𝑦2
Standard Form − =1
𝑎2 𝑏 2
Center C(0,0)
Foci F1(-c,0) and F2(c,0)
Vertices V1(-a,0) and V2(a,0)
Co-vertices W1(0,-b) and W2(0,b)
𝑏 𝑏
Asymptotes y = 𝑥 and y = − 𝑥
𝑎 𝑎
Transverse Axis 2a
Conjugate Axis 2b

42
 𝑦2 𝑥2
Standard Form + =1
𝑎2 𝑏 2
Center C(0,0)
Foci F1(0,-c)) and F2(0,c)
Vertices V1(0,-a) and V2(0,a)
Co-vertices W1(-b,0) and W2(b,0)
𝑎 𝑎
Asymptotes y = 𝑥 and y = − 𝑥
𝑏 𝑏
Transverse Axis 2a
Conjugate Axis 2b

Divide the class into two groups. Divide the class into two groups.
Fill-out the table below given the Fill-out the table below given the
E. Discussing new standard form where the center standard form where the center
concepts and is located at (h,k). is located at (h,k).
practicing new
skills #2 Group 1 Group 1
Standard Form: Standard Form:
(𝑥−ℎ)2 (𝑦−𝑘)2 (𝑥−ℎ)2 (𝑦−𝑘)2
− =1 − =1
𝑎2 𝑏2 𝑎2 𝑏2

43
 Center
Center Foci
Foci Vertices
Vertices Co-vertices
Co-vertices Asymptotes
Asymptotes Transverse
Transverse Axis
Axis Conjugate Axis
Conjugate Axis
Group 2
Group 2 Standard Form:
Standard Form: (𝑦−𝑘)2 (𝑥−ℎ)2
- =1
(𝑦−𝑘)2 (𝑥−ℎ)2 𝑎2 𝑏2
- =1
𝑎2 𝑏2
Center
Center Foci
Foci Vertices
Vertices Co-vertices
Co-vertices Asymptotes
Asymptotes Transverse
Transverse Axis
Axis Conjugate Axis
Conjugate Axis
Note: The graph below may be
Let each group present their used to guide the group in
output to the class. Check and deriving the formula being asked
process their answers. in the table. Give this to each
group.
Group 1:

Group 2:

Let each group present their

output to the class. Check and
process their answer

44
 Answer the following:
1. How is hyperbola defined?
2. Determine the center, vertices, foci, co-vertices and asymptotes
of the hyperbola with equation:
𝑥2 𝑦2
a. − =1
9 7
(𝑦+2)2 (𝑥−7)2
b. − =1
F. Developing 25 9
c. 4x – 5y + 32x + 30y = 1
2 2
Mastery (Leads to
3. Find the standard equation of the hyperbola whose foci are F 1(-
formative
5,0) and F2(5,0), such that for any point on it, the absolute value
Assessment 3)
of the difference of its distances from the foci is 6.
4. The foci of a hyperbola are (-5,-3) and (9,-3). For any point on
the hyperbola, the absolute value of the difference of its
distances form the foci is 10. Find the standard equation of the
hyperbola.
5. The hyperbola has vertices (-4,-5) and (-4,9) and one of its foci
is (-4,2-√65). Find its standard equation.
G. Finding An explosion is heard by two stations 1200 m apart, located at
practical F1(−600, 0) and F2(600, 0). If the explosion was heard in F1 two
applications of seconds before it was heard in F2, identify the possible locations of
concepts and the explosion. Use 340 m/s as the speed of sound.
skills in daily living
A. What is hyperbola? Give the characteristics of it.
B. Identify the different parts of the hyperbola. How are you going
to define them?
H. Making
C. What are the standard forms of the hyperbola?
generalization and
D. How do we identify the coordinates of the center, foci, vertices,
Abstractions about
co-vertices and equation of asymptotes of the hyperbola given
the lesson
its equation?
How do we determine the equation of the hyperbola given some of
its parts or characteristics?
I. Evaluating 1. State the definition of
Learning hyperbola.
2. What are different parts of
1. State the definition of
hyperbola?
hyperbola.
3. Determine the center,
2. What are different parts of
vertices, foci, co-vertices and
hyperbola?
asymptotes of the hyperbola
3. Determine the center,
with equation:
𝑥2 𝑦2
vertices, foci, co-vertices and
a. − =1 asymptotes of the hyperbola
36 64
𝑦2 𝑥2 with equation:
b. − =1 𝑥2 𝑦2
25 16
c. (x – 1)2 – y2 = 4 a. − =1
36 64
(𝑦+2)2 (𝑥+3)2 𝑦2 𝑥2
d. − =1 b. − =1
15 10 25 16
(𝑦+2)2 (𝑥+3)2
c. − =1
15 10
e. 3x2 – 2y2 – 42x – 16y =
67
d. 3x2 – 2y2 – 42x – 16y =
4. Find the standard equation of
67
the hyperbola with foci at (-
Find the standard equation of the
4,-3) and (-4,13), the
hyperbola with vertices at (-2,8)
absolute value of the
and (8,8) and a focus at (12,8)
difference of the distances to
any point from the foci is 14

45
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

46
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards conic sections and systems of nonlinear equations
The learners shall be able model situations appropriately and solve
B. Performance problems accurately using conic sections and systems of linear
Standards equations.
The learners graph the hyperbola in a rectangular coordinate
system. (STEM-PC11AG-Id-3)
1. Identify the coordinates of the vertices, covertices, foci, length of
C. Learning
the latus rectum, and equation of directrices and asymptotes of the
Competencies/
hyperbola.
Objectives
2. Write the equation of the hyperbola in standard form.
3. Graph the hyperbola

II. CONTENT Graph of a Hyperbola

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages PRECALCULUS for Senior High School (pp. 70, 73-74, 85)
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
 Let the students recall the definition of hyperbola.
Hyperbola is the set of all points in a plane such that the
A. Reviewing difference of the distances between the vertex and the foci is a
previous lesson or positive constant.
presenting the  Ask someone to write on the board the standard form of the
new lesson equation of the hyperbola.
𝑥2 𝑦2 𝑦2 𝑥2
− = 1 or − =1
𝑎2 𝑏2 𝑎2 𝑏2

Present the objectives of the lesson.

B. Establishing a
Show this picture.
purpose for the
lesson

47
 A cooling tower is a heat rejection device which rejects waste
heat to the atmosphere though the cooling of water stream to a lower
temperature. The type of heat rejection in a cooling tower is termed
“evaporative” in that it allows a small portion of the water being
cooled to evaporate into a moving air stream to provide significant
cooling to the rest of that water stream.
Have you ever wondered why cooling waters are hyperboloid in
shape as shown in the image above? This is because the
hyperboloid shape of cooling towers impacts the strength of the
entire structure. Also, it is very important that the base of the cooling
water is considerably strengthened and spread over a large area to
support the tall, heavy structure above it. This is also the reason
why the cooling towers have a large, circular base.
Group Activity. Divide the class into 5 groups. Assign each group
to find coordinates of the vertices, foci, length of latus rectum,
equation of directrices, and asymptotes of the hyperbola.

For the following items, identify the coordinates of the vertices,

covertices, foci, length of the latus rectum, equation of directrices
and asymptotes of the hyperbola.
𝑥2 𝑦2
1. − =1
16 9
𝑥2 𝑦2
2. − =1
16 9
𝑥2 𝑦2
3. − =0
9 16
Solution:
𝑥2 𝑦2
1. − = 1 is a hyperbola that is horizontally oriented.
16 9
From the equation, 𝑎2 = 16 and 𝑏 2 = 9, thus, a = 4 and b = 3.
Solving for c, we have
C. Presenting 𝑐 2 = 𝑎2 + 𝑏 2 = 16 + 9 = 25 c = 5. Therefore, we have the
examples/ following:
instances of the vertices: (4, 0) and (-4, 0)
lesson covertices: (0, 3) and (0, -3)
foci: (5, 0) and (-5, 0)
2𝑏2 2(9) 9
length of the latus rectum: = =
𝑎 4 2
𝑎2 16
equations of directrices: 𝑥 = ± 𝑥=±
𝑐 5
𝑏 3
equations of asymptotes: 𝑦 = ± 𝑥 𝑦= ± 𝑥
𝑎 4

Solution:
𝑥2 𝑦2
2. − = 1 is a hyperbola that is horizontally oriented.
16 9
From the equation, 𝑎2 = 16 and 𝑏 2 = 9, thus, a = 4 and b = 3.
Solving for c, we have
𝑐 2 = 𝑎2 + 𝑏 2 = 16 + 9 = 25 c = 5. Therefore, we have the
following:

vertices: (4, 0) and (-4, 0)

covertices: (0, 3) and (0, -3)
foci: (5, 0) and (-5, 0)

48
 2𝑏2 2(9) 9
length of the latus rectum: = =
𝑎 4 2
𝑎2 16
equations of directrices: 𝑥 = ± 𝑥=±
𝑐 5
𝑏 3
equations of asymptotes: 𝑦 = ± 𝑥 𝑦=± 𝑥
𝑎 4
𝑥2 𝑦2
3. − =0
9 16

Clearly, D = E = F = 0; thus, the equation produced two intersecting

lines, as shown below.
Each group will plot the hyperbola of the given equation.
𝑦2 𝑥2
1. − =1
16 9

𝑦2 𝑥2
2. − =1
16 9

Looking at the given, we see that it is almost similar to the

previous equation. The only difference is that the numerators are
D. Discussing new interchanged. This means that the graph of this equation is
concepts and hyperbola that is vertically oriented. Also, this means that we will
practicing new
obtain the same values for a, b, and c as in the previous equation;
skills #1
that is, a = 4, b = 3, and c = 5.

49
 𝑥2 𝑦2
3. − =0
9 16

Consider the given equation 𝑥 2 − 4𝑦 2 − 4𝑥 − 12 = 0

We transform this into standard form as follows:
𝑥 2 − 4𝑦 2 − 4𝑥 - 12 = 0 given
𝑥 2 − 4𝑥 − 4𝑦 2 − 12 = 0 grouping terms with similar variables
𝑥 2 − 4𝑥 − 4𝑦 2 = 12 addition property of equality
(𝑥 2 − 4𝑥 − 4) − 4𝑦 2 = 12 + 4 completing the square; addition
property of equality
(𝑥 − 2)2 − 4𝑦 2 = 16 factor the perfect square trinomial
(𝑥−2)2 4𝑦 2
− =1 divide both sides by 16
16 16
(𝑥−2)2 𝑦 2
− =1 simplify.
16 4
From the obtained standard form, we can
determine the following:
1. The hyperbola is horizontally oriented. Its center is at (2, 0).
E. Discussing new
2. Since 𝑎2 = 16 and 𝑏 2 = 4, then a = 4, b = 2. Thus, the
concepts and
coordinates of the vertices are (6, 0) and
practicing new
skills #2
(-2, 0). Likewise, the covertices are (2, 2) and
(2, -2).
3. The value of c is computed as 𝑐 2 = 𝑎2 + 𝑏 2 = 16 + 4 = 20
c = √20 ≈ 4.47. hence, the coordinates of the foci are (2,
±√20, 0) or (-2.47, 0)
and (6.47, 0).
16
4. The directrices are x = 2 ± or x = -1.58 and
√20
x = 5.58.

5. The equation of the asymptotes are

1
y = ± (𝑥 − 2).
2
Plotting the obtained parts, the graph of
𝑥 2 − 4𝑦 2 − 4𝑥 - 12 = 0 is as follows:
Clearly, D = E = F = 0; thus, the equation produced two
intersecting lines, as shown below.

50
 Guided practice: “We do” Activity
Group the class according to their mastery/ability, 3 groups for
average learners and 3 groups for advance learners. And give them
different sets of problems to be performed.
Advance learners Average learners
Group I Group I
Graph the given equation of the Find the asymptotes of the
hyperbola. hyperbola and directrices.
F. Developing (𝑦 − 5)2 (𝑥 − 4)2 Graph the equation.
Mastery − =1 𝑥2 𝑦2
16 9 − =1
(Leads to 4 36
formative Group II Group II
Assessment 3) Sketch the graph Find the center, the foci and the
(𝑥 − 2)2 (𝑦 − 1)2 vertices of the hyperbola and
− =1 then graph whose equation is,
9 16
16𝑦 2 − 𝑥 2 = 16
Group III Group III
Sketch the curve represented by Graph 𝑥 2 − 𝑦2 = 1
the equation: 9 16
9x 2 − 4y 2 − 18x + 32y − 91 = 0

How to graph a hyperbola?

1. Mark the center.
G. Finding 2. From the center, find the transverse and conjugate axes.
practical 3. Use the points to draw a rectangle that will help guide the
applications of shape of your hyperbola.
concepts and 4. Draw diagonal lines throught the center and the corners of
skills in daily living the rectangle that extend beyond the rectangle.
5. Sketch the curves.

How to graph a hyperbola.

1.Mark the center.
2. From the center, find the transverse and conjugate axes.
H. Making 3. Use the points to draw a rectangle that will help guide the shape
generalization and of your hyperbola.
Abstractions about 4. Draw diagonal lines throught the center and the corners of the
the lesson rectangle that extend beyond the rectangle.
5. Sketch the curves.

I. Evaluating “You Do!”

Learning (Paper & Pen Activity)

Find the coordinates of the (a) center, (b) vertices, and (c) foci,
(d) length of the latus rectum, and (e) the equation of the directrices
and (f) asypmtotes of the hyperbola. Then sketch the graph.

51
 𝑥2 𝑦2
1. − =1
16 4
𝑥2 𝑦2
2. − =1
9 49
(𝑥+2)2 (𝑦−1)2
3. − =1
16 64
(𝑥−1)2 (𝑦+5)2
4. − = 1
20 16
5. 9𝑦 2 − 𝑥2 + 2𝑥 + 54𝑦 + 62 = 0
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

52
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations and appropriately
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equation.
The learners shall be able to recognize the equation and important
characteristics of the different types of conic sections
(STEM_PC11AG-1e-1)
Recognize the equation and important characteristics of the different
C. Learning
types of conic sections
Competencies
/ Objectives

II. CONTENT Recognizing equation and Characteristics of Basic Conic Sections

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp.60 -67
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning http://www.ciclt.net/ul/okresa/Math3Unit%202Lesson%204%20plan
Resources .pdf
IV. PROCEDURES Advanced Learners Average Learners
Review on conic sections (Remember me again!)
 Come and graph me! (let the students draw the 4 conic
A. Reviewing
sections on the board)
previous lesson or
 Define me, if you know me…
presenting the
 Show me my standard equation!
new lesson
 Look for me, I’m here! (Let the students give real life
examples/representation of conic sections)

Each equation describes a type of basic conics: circle, ellipse,

parabola or hyperbola. What type of conics is each one?
B. Establishing a
purpose for the
lesson

53
 FIGURE 1

Questions:
1. Did you have difficulty classifying the conics?
2. How can you tell whether the standard equation of the
conic represents a circle, a parabola, a hyperbola, or an
ellipse?
The graph of a conic section in general may be defined by
Ax² + By² + Cx + Dy + E = 0,
where A,B,C,D and E are real numbers. This form is called the
general equation of conic sections.
In an outdoor activity during math camp, a group of students needs
to solve a given task but because of unfortunate event, their given
problem looks like this….
C. Presenting
examples/
instances of the
lesson

Figure 2
Do you think, it is possible that the group answer the given problem
correctly?

Group Investigation (Worksheet # 1)

Objective: Find patterns that can help you recognize the type and
characteristics of conic sections given their general equation.
D. Discussing new Tasks:
concepts and 1. Form a group of 5 members.
practicing new 2. Assign a type of conics to each member of your group. Each
skills #1 member must complete the table by first changing the given
standard equation into its general form Ax² + By² + Cx + Dy + E = 0
(Use conic sections given in figure 1)
3. Discuss the patterns observed and consolidate all outputs.

Guided Questions:
E. Discussing new 1. What is the significance of the coefficients A and B in determining
concepts and the type of conic?
practicing new 2. Using the values of A and B, how can you tell that
skills #2 a) the axis of a parabola is parallel to x-axis or y- axis?
b) the transverse axis of a hyperbola is parallel to x-axis or y-axis?
c) the major axis of an ellipse is parallel to the x-axis or the y-axis?

54
 ADVANCED LEARNERS AVERAGE LEARNERS
Group Activity: (Name the
Conics) (worksheet # 2) Classify the following
Directions: conics:
1) Each group is given 1
small envelope with 5 conics 1. 49x2 + 4y2 – 196 = 0
in a card. They get 2 minutes 2. y + 5x2 = 0
to "Name that Conic" and 3. 9x2 + 100y2 – 900 = 0
write their answers of 4. 8x2 + 8y2 – 192 = 0
F. Developing the corresponding line of the 5. 36x2 – 9y2 – 324 = 0
Mastery (Leads to answer sheet and place the 6. 5x2 + 5y2 – 80 = 0
formative card back in the envelope. 7. y2 – 4x = 0
Assessment 3) 2) After two minutes say 8. 25x2 + 15y2 – 375 = 0
"Rotate". Each group will 9. 36y2 – 4x2 – 9 = 0
pass their envelope 10. 4x2 + 4y2 – 52 = 0
clockwise and receive a Answers:
new envelope. 1.Ellipse 6. Circle
3) Repeat the cycle until 2.Parabola 7. Parabola
each group has seen each 3.Ellipse 8. Ellipse
4.Circle 9. Hyperbola
envelope.
5.Hyperbola 10. Circle
4) Collect and score the
answer sheets.
Go back to the previous activity (figure 2), answer the problem with
G. Finding the help of the students.
practical  Additional problem for advance learners/optional for average learners
applications of A piece of broken conical object was dug up in an archaeological
concepts and site. The archeologist managed to derive an equation (16x 2 + 7y2 +
skills in daily living 96x + 14y + 39 = 0) describing the shape of the object. What conics
is the object looks like? Ans. Ellipse
1. The equation, Ax2 + By2 + Cx + Dy + E = 0, represents (with some
exceptions) a conic section with axes on or parallel to the coordinate
axes.
2. The relationship between coefficients A and B are significant in
identifying the type of conics and its characteristics.
 If A = B ≠ 0 , the equation is that of a circle.
 If A ≠ B and AB > 0 , the equation is that of an ellipse.
H. Making
 The ellipse has a horizontal major axis when A < B and
generalization and
vertical major axis when
Abstractions about
A > B.
the lesson
 If A = 0 or B = 0, but not both, the equation is that of a
parabola.
 The parabola opens upward when B = 0 and downward when
A = 0.
 If AB < 0, the equation is that of a hyperbola.
 The hyperbola has a horizontal transverse axis when A> 0
and vertical transverse axis when B > 0.
I. Evaluating What conic section is represented in each of the following
Learning equation?
1. x2 + 9y2 + 90y + 189 = 0
2. x2 + y2 + 4x – 2y – 4 = 0
3. 4x2 – 25y2 + 50y – 125 = 0
4. -2x2 – 20x + y – 46 = 0
5. x2 + y2 – 6y + 8 = 0

55
 Answers:
1. Ellipse 4. Parabola
2. Circle 5. Circle
3. Hyperbola

J. Additional Assignment
activities for Study illustrative examples about degenerate conics on pp.61 – 62
application or of the Learner’s Material.
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

56
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of conic
Standards section and system of nonlinear equations.
The learners shall be able to model situations and appropriately
B. Performance
solve problems accurately using conic sections and system of
Standards
nonlinear equation.
The learners shall be able to recognize the equation and important
characteristics of the different types of conic sections
(STEM_PC11AG-1e-1)
1. Distinguish between degenerate conics and non-degenerate
C. Learning
conics; and
Competencies
2. Classify the type of conics (circle, ellipse, parabola, hyperbola, or
/ Objectives
degenerate) represented by a general equation.

Distinguishing between Equations of Degenerate and Non-

II. CONTENT
degenerate Conics
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp.60 -67
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources
Portal
B. Other Learning https://youtu.be/HO2zAU3Eppo
Resources
IV. PROCEDURES Advanced Learners Average Learners
Identify the type of conic sections defined by each equation.
A. Reviewing
a) x2 + y2 – 6x – 4y + 16 = 0
previous lesson or
b) y2 – 12x – 6y – 51 = 0
presenting the
c) 9x2 + 16y2 +18x – 96y + 153 = 0
new lesson
d) 32x2 – 50y2 – 192x – 100y – 2962 = 0
(Divide the class into 4 groups and assign each group an equation
B. Establishing a in part A.)
purpose for the Transform each general equation into its standard form.
lesson

57
 Show a video presentation about conic section and its degenerate
cases
A conic section is the intersection of a plane and a double-napped
cone. The figures below illustrate the basic conics and the
degenerate conics.
The Basic Conics

C. Presenting
examples/
instances of the The Degenerate Conics
lesson

1. How are the basic conics formed?

2. How are the degenerate conics fomed?
3. Which could be a degenerate case of
a) a circle and an ellipse?
b) a parabola?
c) a hyperbola?
D. Discussing new Work by pair and brainstorm as you study illustrative examples on
concepts and degenerate cases of conics.
practicing new Refer to pp. 61 – 62 of the Learner’s Module
skills #1
Analysis
1. Is it possible to determine whether a conic is degenerate by
E. Discussing new
simply inspecting its general equation? Support your answer.
concepts and
2. How would you know that a degenerate case involves a single
practicing new
point, a line or two intersecting lies, or an empty set?
skills #2
Guided Practice
Find out the type of conics defined by each equation. If it is a
degenerate case, specify the type.
Classify each equation as that of a circle, a parabola, an ellipse, a
hyperbola or a degenerate case.
F. Developing
1) x2 + 4y2 – 2x – 15 = 0
Mastery (Leads to
2) x2 + y2 + 2x – 4y + 8 = 0
formative
3) x2 + y2 + 2x + 2y + 2 = 0
Assessment 3)
4) 9x2 - 4y2 – 24y – 72 = 0
5) 2x2 – 4x – y + 3 = 0
G. Finding
practical A classmate claims that 2x2 – 4x + 2y2 + 5y – 16 = 0 is an ellipse.
applications of Is she correct? Explain how you know.

58
concepts and
skills in daily living
1. Under certain conditions, the general equation,
Ax2 + By2 + Cx + Dy + E = 0, has no graph or it represents a point or
one or two lines, which are known as degenerate conics.
H. Making . 2. degenerate ellipse or circle may be a single point, or an empty
generalization and set.
Abstractions about3. 3. A degenerate parabola may be a single line.
the lesson 4. 4. A degenerate hyperbola may be two intersecting lines.
5. It is only after transforming a given general equation to standard
form that we can identify its graph either as one of the degenerate
conics or one of the non-degenerate conics.
I. Evaluating ADVANCED LEARNERS AVERAGE LEARNERS
Learning
Classify each equation as that of Classify each equation as that
a circle, a parabola, an ellipse, a of a circle, a parabola, an
hyperbola or a degenerate case. ellipse, a hyperbola or a
1. x2 – 2x + y2 – 6y + 6 = 0 degenerate case.
2. 9x2 + 36x + 4y2 – 24y + 72 = 0 1. x2 – 2x – 4y2 + 24y – 35 = 0
3. x2 – 2x – 4y2 + 24y – 35 = 0 2. x2 – 2x + 4y2 – 24y + 33 = 0
4. x2 – 2x + 4y2 – 24y + 33 = 0
5. x2 + y2 + 2x – 8y + 21 = 0
Assignment
1. Classify conics as you answer nos. 1- 8 on pp.66 of the Learner’s
J. Additional
Material.
activities for
2. Based on the past lessons on types of conic sections, reflect on
application or
the following and write about it.
remediation
a) What am I already good at? _____
b) What do I still need help with?_____
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in the
evaluation
B. No. of
learners who
require additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?

59
 F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

60
 SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
The learner demonstrates understanding of the key concepts of
A. Content conic sections and system of nonlinear equations.
Standard
B. Performance Is able to model situations appropriately and solve problems
Standard using conic sections and system of nonlinear equations.
C. Learning Solve situational problems involving conic sections.
Competencie STEM_PC11AG-Ie-2
s/ 1. Illustrate the given problem/s involving conic sections.
Objectives 2. Solves situational problems involving conic sections.
3. Cite the importance or key concepts in solving
situational problems involving conic sections.
ll. CONTENT Solving Situational Problems Involving Conic Sections.
lll. RESOURCES
A. References
1. Teacher’s
guide pages Pre Calculus pages 62 -66
2. Learner’s Pre Calculus Learner’s material pages
Material
pages
3. Textbook
pages
4. Additional Mathematics Connections in the Digital Age Pre Calculus
Materials pages 56-64.

Next Century Mathematics Pre Calculus page 88.

https://www.shelovesmath.com/precal/conics/
B . Other Learning Objects in the shape of conic sections or model of any circular
Resources in shape, glass with a liquid inside, pictures, graphing papers,
etc.
lV. PROCEDURE Advance Learners Average Learners
A. Reviewing
previous lesson or Based on the given illustrations, what shapes are depicted on
presenting the new the pictures?
lesson

1. 2.

61
 3. 4

5. 6.

7. 8.

(The following pictures show real-life applications of conic

sections: 1. Hyperbola , 2.Circle, 3. Parabola, 4.Ellipse , 5.
Parabola, 6. Parabola, 7. Ellipse, 8. Parabola)

B. Who I am?
1. I am r2 = (x - h)2 + (y - k)2 with center: (0, 0).
2. I am 9y2 – 16x2 – 144 = 0 with center: (0, 0).
𝑥2 𝑦2
3. I am 2 + 2 = 1 with center at (0, 0).
𝑎 𝑏
4. I am y2 = 4px with center at the origin (0, 0).

(answer: 1. Circle, 2. Hyperbola, 3. Ellipse, 4. parabola)

B. Establishing a This time let us try to solve problems involving conic sections
purpose for the
lesson
C. Presenting Advance Learners Average Learners
examples/instances
of the new lesson Let us now take a look at this problem:
A street with two (2) lanes, each 10 feet wide, goes through
a semicircular tunnel with radius 12 ft. How high is the tunnel at
the edge of each lane? Round off to 2 decimal places.

QUESTIONS:
1. What is the first step in solving this problem?
2. What is the given radius?
3. Because of the given radius and the tunnel boundary is on
the circle, can you give the equation of the circle?
4. Let say point P is on the arc just above the edge of a lane,
so what is its x-coordinate?
5. What is its y-coordinate?
Answer key:

62
 1. First, we must draw a coordinate system with origin at the
middle of the highway, as shown.

2. r = 12 ft.
3. x2 + y2 = 122
4. The x-coordinate is 10
5. 102 + y2 = 122, for y>0,
giving us y = 2√11 ≈ 6.63 ft.

D. Discussing new Advance Learners Average Learners

concept and Divide the class into 4 groups. Divide the class into 4
practicing new skills Let each group perform the groups. Let each group
assigned task. perform the assigned task.

Using the properties of Using the properties of different

different conic sections, solve conic sections, solve the
the following situational following situational problems.
problems.
GROUP 1 & 2
GROUP 1
A parabolic shape- A parabolic shape-irrigation
irrigation canal is 8 meters canal is 8 meters wide and 2
wide and 2 meters deep at the meters deep at the center. Write
center. Write a defining a defining equation for the
equation for the parabolic parabolic shaped-canal. Use
shaped-canal. Use the the equation to find the canal
equation to find the canal depth every meter.
depth every meter. SOLUTION:
SOLUTION: To facilitate the solution,
To facilitate the solution, draw the figure in such a way
draw the figure in such a way that the origin is used as the
that the origin is used as the vertex of the parabola, then
vertex of the parabola, then label other parts with (0, 0) as
label other parts with (0, 0) as basis.
basis.

The parabola opens

upward with vertex at (0, 0)
and with focus at (0, 2) . Its The parabola opens upward
equation is: with vertex at (0, 0) and with
x2 = 8y focus at (0, 2) . Its equation at
(0,2), its equation is:
The table below shows the x2 = 8y
values of x and y. The table below shows the
values of x and y.

63
 x y x y
-4 2 -4 2
-3 1.125 -3 1.125
-2 0.5 -2 0.5
-1 0.125 -1 0.125
0 0.5 0 0.5
1 0.125 1 0.125
2 0.5 2 0.5
3 1..125 3 1..125
4 2 4 2
The depth of the canal The depth of the canal
every meter from the canal every meter from the canal
platform (-4, 2) is given in the platform (-4, 2) is given in
table below. the table below.
x Y
0 0 x y
1 0,125 0 0
2 0.5
3 1.125 1 0,125
4 2 2 0.5
5 1.125
6 0.5 3 1.125
7 0.125 4 2
8 0
5 1.125
GROUP 2 6 0.5
A road tunnel with a
semielliptical arch has 16-m 7 0.125
wide base and a 6-m high 8 0
altitude at the center. How
close to either wall of the
tunnel can a vehicle that is 2- GROUP 3 & 4
m high pass by the tunnel?
Cecil wants to replicate the
SOLUTION: weaved-furniture that she
To facilitate the solution, bought from a shop. To make
draw the figure in such a way the replication close to the
that the origin is used as the original, she has to find the
center of the ellipse, then equation of the hyperbolic shape
label others parts with (0, 0) in the design.
as basis. The major axis of Upon measuring, she finds
the ellipse is along the x-axis that the distance between the
with vertices at (±8, 0) and curves of the hyperbola in the
with endpoint of the minor middle is 4 feet and the furniture
axis at (0, 6). Its equation is has the height of 6 feet. Find
the equation of the hyperbola.

64
 The major axis of the SOLUTION:
ellipse is along the x-axis with Place the hyperbolic
vertices at (±8, 0) and with shape of the furniture on a
endpoint of the minor axis at Cartesian plane with center at
(0, 6). Its equation is: the origin.
𝑥2 𝑦2
+ =1
64 36

To avoid the vehicle to

hit the edge of the tunnel, it
should pass by the portion of
the tunnel where the height is
more than two (2) meter.
That is, if y > 2.
If y = 2,
It is given that the length
𝑥2 𝑦2 Of the transverse axis is
+ =1 2a= 4; therefore a = 2. The
64 36
16√2 vertices of the hyperbola are at
x=
3 (-2, 0) and (2, 0).
16√2
The vehicle should be
3
meter or approximately 7.54 The height of the furniture
m or less from the center of would be the length of the
the tunnel. conjugate axis, which is 2b = 6;
GROUP 3 therefore b = 3.
If the diagonal of a
square box is 16 inches, what
is the radius and area of the Hence, the equation of the
pizza? parabolic shape in the furniture is
𝑥2 𝑦2
=1 -
4 9
SOLUTION:
Since m is the diagonal, Cecil can use this
substitute 16 to m and solve equation to determine the
for the radius using the corresponding lengths of the
equation of the circle, strings she needs
x2 + y2 = r2. to use.
2 𝑚2
r =
8
162 (24 )2 28
r 2
= = 3 = 3 = 25
8 2 2
2
√𝑟 = √2 5

r = 4√2 in

65
Using the formula for the area
of the circle A = 𝜋𝑟 2 , we
have:
A = 𝜋(4√2 ) 2 A = 32𝜋 in2.

GROUP 4
Cecil wants to replicate
the weaved-furniture that she
bought from a shop. To make
the replication close to the
original, she has to find the
equation of the hyperbolic
shape in the design.
Upon measuring, she
finds that the distance
between the curves of the
hyperbola in the middle is 4
feet and the furniture has the
height of 6 feet. Find the
equation of the hyperbola.

SOLUTION:
Place the
hyperbolic shape of the
furniture on a Cartesian plane
with center at the origin.

Based on the figure, the

hyperbola has a horizontal

66
 transverse axis and the
equation for this is:
𝑥2 𝑦2
- = 1.
𝑎2 𝑏2

It is given that the length

of the transverse axis is 2a=
4; therefore
a = 2. The vertices of the
hyperbola are at (-2, 0) and
(2, 0).

The height of the

furniture would be the length
of the conjugate axis, which is
2b = 6; therefore b = 3.

Hence, the equation of

the parabolic shape in the
furniture is
𝑥2 𝑦2
- =1
4 9

Cecil can use this equation

to determine the
corresponding lengths of the
strings she needs to use.
E. Discussing new Group presentation. Let each group present their output/work
concept and in front of the class.
practicing new skills
#2 Note: The teacher should use positive behavioral support and
see to it that the presentation of information/solution is
organized, clear and exact/accurate.
F. Developing ADVANCE LEARNERS AVERAGE LEARNERS
mastery (leads to
Formative Solve: Solve the problem.
Assessment) Two (2) radar sites are
tracking an airplane that Problem 1. A pizza delivery
is flying on a hyperbolic area can be represented by a
path. The first radar site circle, and extends to the
is located at (0, 0),and points (0, 18) and (-6, 8)
shows the airplane to be (these point are on the
200 meters away at a diameter of this circle). Write
certain time. The second an equation for the circle that
radar site, located 160 models this delivery area.
miles east of the first, Solution:
shows the airplane to be If we draw a picture, we’ll
100 meters away at the see that we’ll have to use both
same time. Find the the Distance Formula from the
coordinates of all coordinate system and
possible points where the graphing lines section.
airplane could be located.
(Find the equation of the
hyperbola where the
plane could be located).

67
 SOLUTION:
Let’s draw a picture
first and remember that
the constant difference
for a hyperbola is always
2a, The plane’s path is
actually on one branch of
the hyperbola; let’s
create a horizontal
hyperbola, so we will use We first plotted the two (2)
the points that form a diameter of
equation: a circle that represents the
(𝑥−ℎ)2 (𝑦−𝑘)2
− = 1 pizza delivery area: (0, 18) and
𝑎2 𝑏2
(-6, 8).
Since the center of the circle
is midpoint between any two (2)
points of the diameter, we can use
the MIDPOINT THEOREM
𝑥1+ 𝑥2 𝑦1+ 𝑦
( , )
2 2
We know that the
distance from the to get the center of the circle.
“leftmost” focus to the
plane (hyperbola) is 200 (
0+ −6 18+8
, ) = (-3, 13)
meters and the distance 2 2
from the “right most”
focus to the plane
(hyperbola) is 100
meters.

200 – 100 = 2a or
a = 50.
Thus, a2 = 2500.

We also know that 2c

(distance between foci) =
160, s0 c = 80.

Since c2 = a2 + b2, we can

obtain:
b2 = c2 - a2
= 802 – 502
= 3900.
In the model, the center
of the hyperbolas at (80,
0), so the path of the
airplane follows the
hyperbola:
(𝑥−80)2 𝑦2
− = 1.
2500 3900
H. Making
generalization and Sum up needed concepts by letting the students give their
abstraction about the insights in solving situational problems involving conic sections.
lesson.

68
I. Evaluating learning ADVANCE LEARNERS AVERAGE LEARNERS
Group activity. Solve:
1. A pizza store offers different
A. Solve and illustrate the sizes of circular pizza which is
following problems. commonly delivered in square
boxes. One Saturday, the
Group 1 & 2. manager of the store asked his
1. The cable that hangs on a crew to determine the equation
suspension bridge has a of the pizza using the diagonal
parabolic shape. A m of the square box. Assume
suspension bridge has that the center of the circle is at
towers that are 300 feet apart the origin.
and the cable that hangs
below the top of the two (2) Answer key:
towers has the lowest point The equation of the circle with
at 30 feet. Find the equation Center at the origin is:
of the parabolic cable. 𝑚2
x2 + y2 = .
8
1. Group 3 & 4.
2. 2. A whispering gallery is
constructed in a shape of a
semi – ellipse arch. The
whispering dishes are placed
at the foci of an ellipse in a
way that people standing at
this point could hear each
other whisper. Carol and Joy
are standing in this gallery.
The height of the ceiling is 20
feet and its width is 80 feet.
Where did the whispering
dishes be placed from the
center of the gallery so that
Carol and Joy will be able to
hear each other.
3.
4. Answer keys:
5. 1. X2 = 750y
6. 2. Carol and Joy should stand
20√3 ft. from the center of
7.
8. the gallery for them to hear
each other.

B. Give the importance or

key concepts in solving
situational problems?

J. Additional Solve the given problems below.

activities for
application or 1. A comet’s path (as it approaches the sun) can be
remediation. 𝑦2 𝑥2
modeled by one branch of the hyperbola - = 1, where
1096 41334
the sun is at the focus of that part of the hyperbola. Each unit
of the coordinate system is 1 million miles.

69
 a. Find the coordinates of the sun (assuming it is at the focus
with non-negative coordinates). Round to the nearest
hundredth.

b. How close does the comet to the sun?

SOLUTION:
Again, it’s typically easier to graph the hyperbola first and
then answer the questions.

We’ll put the center of the hyperbola at (0, 0), and only work
with the positive branch. The hyperbola is vertical since the y2
comes before the x2.

A2 = 1096 and b2 = 41334.

a). Since the sun is at a focus, we can use the equation

c2 = a2 + b2 and take the positive value of c which is

√1096 + 41334 ≈ 205.99. The coordinates of the

sun is (0, 205.99), where each unit is in million of

miles.

b). The closest the comet gets the sun as when the comet is at
the vertex, which is (0, a), or (0, 33.11). The closest the comet
gets to the sun is about

206 – 33 = 173 million miles.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. Number of learners
who earned 80% on the
formative assessment.

70
B. Number of learners
who require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lesson work ? No. of
learners caught up with
the lesson.
D. No. of learners
who continue to require
remediation.
E. Which of my
teaching strategies
worked well? why did it
worked?
F. What difficulties I
encounter which my
principal/supervisor
can help me solve?
G. What innovation or
localized
material/s did I
use/discover which I
wish to share with other
teachers?

71
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards conic sections and systems of nonlinear equations
The learners shall be able model situations appropriately and solve
B. Performance problems accurately using conic sections and systems of linear
Standards equations.
The learners illustrate systems of nonlinear equations
C. Learning (STEM_PC11AG-If-1)
Competencies/ 1. Illustrate systems of nonlinear equations.
Objectives 2. Describe the graphs of in a system of nonlinear equations.
3. Identity the possible points where a line meets a conic section.
II. CONTENT Systems of Nonlinear Equations and its Graphs
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp.67-70
Materials pages
3. Textbook pages PRECALCULUS for Senior High School
4. Additional
Materials from
Learning
Resources
Portal
Prepared Graphs of Conics and Lines, Strips of paper, Board
B. Other Learning Compass, Whiteboard Marker
Resources https://drive.google.com/drive/folders/1dtCukIOYcULxwn-
_3SXSdaqBgl8bBgHV?usp=sharing
IV. PROCEDURES Advanced Learners Average Learners
Conduct a review on Locating the Epicenter of an Earthquake.
(Use the prepared “TarPapel Visual Material, use the Google Drive
Link)
Present images of seismographs and earthquake bulletin used by
PHILVOCS.
A. Reviewing Explain to the students how they are used in finding the epicenter.
previous lesson or
presenting the In-Class Activity 1: Find the Epicenter!
new lesson 1. Present the diagram according to a scale to show the given
conditions in the problem.
2. Use the diagram to estimate the possible coordinates of the
stations and epicenter.
3. Ask a student on how we can compute the distance of each
stations to the epicenter

72
 5 mins
Ask the following:
Guide Questions:
1. What does the circles in the given diagram represent?
2. How did the graph help you identify the possible epicenter of the
B. Establishing a
earthquake in the given sample?
purpose for the
3. Can we write the equation of each circle in standard form?
lesson
(3 mins)
Note: The learners should have a clear understanding that the
solutions to systems on nonlinear equations are the points of
intersection/s.
Using the example as guide. Ask the students what is the solution to
the given situation.
C. Presenting
Define a system of nonlinear equations.
examples/
A system of nonlinear equations is a system of two or more
instances of the
equations in two or more variables containing at least one equation
lesson
that is not linear. Recall that a linear equation can take the form Ax +
By + C = 0 or Ax + By + C = 0. Any equation that cannot be written
in this form is nonlinear.( Lumen Learning)
As a primer, Ask the students, “In how many points can a line and a
conic meet?”
Activity 1: When Lines Meet ConicsThink-Pair-Share
Discuss with a partner as you work on the following.
1. In your notebook, draw diagrams to show the different ways in
which each of the four conics can intersect a line.
a) circle
b) parabola
D. Discussing new c) ellipse
concepts and d) hyperbola
practicing new 2. State the different number of points in which a line and each conic
skills #1 can meet.
Analysis:
1. What is the number of intersection points possible when a line
meets each basic conic?
2. How would you know the actual number of points where a line
intersects a conic?

Note: Use prepared instructional material to facilitate the analysis.

(Use the Google Drive Link)

73
 Activity 2: Its so Conics!
Find out: In how many ways can the basic conics intersect one
another?
COLLABORATIVE ACTIVITY:
Divide the class into 4 groups namely: So Circle!, Parabulous!,
Ellipses it! And HyperBoleros!

1. On the materials provided, draw diagrams to show the different

ways in which the conics assigned to each group can intersect the
following:
a) circle
b) parabola
c) ellipse
d) hyperbola
E. Discussing new 2. State the different number of points in which a conic and other
concepts and conic can meet.
practicing new Analysis:
skills #2 1. What is the number of intersection points possible when a conic
meets another conic?
2. How would you know the actual number of points where a conic
intersects another conic?
Note: Use prepared instructional material to facilitate the analysis.
(Use the Google Drive Link)

74
 𝑥2 𝑦2
+ =1
1. 16 9
𝑥+𝑦=2
𝑦 = 2𝑥 + 5
2) { 2
𝑥 + 𝑦 2 = 25
4𝑦 2 − 9𝑥 2 = 36
F. Developing 3) {
(𝑥 − 2)2 + (𝑦 + 4)2 = 5
Mastery
Note:
(Leads to
1. Circle. When x and y are both squared and the coefficients
formative
on them are the same — including the sign.
Assessment 3)
2. Parabola. When either x or y is squared — not both.
3. Ellipse. When x and y are both squared and the coefficients
are positive but different.
Hyperbola. When x and y are both squared, and exactly one of the
coefficients is negative and exactly one of the coefficients is
positive.
Pedro wants to make a circular Benjamin wants a flower
G. Finding seating area with a two additional garden on his land and its area
practical parallel beams for additional will be in the shape of a circle.
applications of seating area. Let (0,0) be the center of the
concepts and If we let the center of the circle at circle. The line contains the
skills in daily living (0,0). What is the equation of the points (50, 0) and (0,80) where
two lines? Assuming that they each unit is measured in meters.

75
 meet the circle at a point. Given Assuming that line meets the
that the first line intersect the circle at one point (that is, at the
circle at (-3,4) and the second gate), write the system of
line at (3,-4). equations that will represent the
situation.

𝟑 𝟐𝟓
Answer: 𝐲 = 𝒙 ±
𝟒 𝟒
Answer:
Circle 𝐱 𝟐 + 𝒚𝟐 = 𝟏𝟖
Line: 𝟖𝐱 + 𝟓𝐲 = 𝟒𝟎

1. A system of non-linear equations is a system of equations

consisting of at least one linear equation.
2. A linear-quadratic system of equations is a type of non-linear
system consisting of a linear equation and a quadratic equation. The
H. Making
solutions of this system of equations may be represented by the
generalization and
intersection of a line and a conic.
Abstractions about
3. A line may intersect any of the four basic conics at no point, on
the lesson
point, or two points.
4. Conics can intersect other conics at no point, one point, two
points, three points and four points.

I. Evaluating 1. Give your own example to the Identify the type of graph each
Learning following system of non-linear system of nonlinear equation
equations. and state the possible number
a) Parabola and a Line of points that the two graphs
b) Ellipse and A Circle may meet.
c) Hyperbola and a Line 1. (𝑥 + 1)2 = 2(𝑦 − 1)
(Assume that none of the conics 𝑥+𝑦−2 =0
is degenerate) 2. 9𝑦 2 + 𝑥 2 = 9
2. State the possible number of 𝑥 2 + 𝑦 2 = 16
points that the two graphs may meet. 𝑥2 𝑦2
3. − =1
4 16
1
𝑦= 𝑥−3
2
Answer:
1. Parabola and Line
2. Ellipse and Circle
Hyperbola and Line
Assignment
Study illustrative examples 1.6.1 and 1.6.2 in the Learner’s
Material, pp. 68 – 70
J. Additional
Remediation:
activities for
Enrichment: Study illustrative examples 1.6.1 and 1.6.2 in the
application or
Learner’s Material, pp. 68 - 70
remediation

76
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why do this
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher?

77
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content
Standard The learner demonstrates understanding of the key concepts of
conic sections and system of nonlinear equations.
B. Performance Is able to model situations appropriately and solve problems using
Standard conic sections and system of nonlinear equations.
C. Learning Determine the solutions of systems of nonlinear equations.
Competencies/ STEM_PC11AG-If-g-1
Objectives 1. Describe the following methods: Substitution, elimination and
graphing.
2. Solve the system of nonlinear equations using techniques such
as substitution, elimination and graphing.

ll. CONTENT Solutions of Systems of Nonlinear Equations.

lll. RESOURCES
A. References
1. Teacher’s
Guide pages Pre-Calculus pages 69 – 72.

2. Learner’s
Material pages Pre-Calculus Learner’s material pages 69 – 70.

3. Textbook pages
4. Additional Mathematics Connections in the Digital Age Pre-Calculus Chapter
Materials 2; 2.2 pg 6-15, 2.3 pg 16-23 and 2.4 pg 24-29.

Next Century Mathematics (Pre Calculus) pages 82 – 100

B . Other Learning https://courses.lumenlearning.com/epcc-atdcoursereview-

Resources collegealgebra-1-2/chapter/solving-a-system-of-nonlinear-
equations-using-substitution/. September 28, 2019
lV. PROCEDURE
A. Reviewing Advance Learners Average Learners
previous lesson or Review on techniques in Ask the questions to the
presenting new solving system of linear students:
lesson equations. Recall the methods 1. Are you familiar with these
used: Substitution, elimination words: substitution?
and graphical. Elimination? Graphing?
(yes, let students define these
Divide the class into 3 groups. words)
Let each group perform the
assigned task. 2. What can you say about the
given equations below, are they
Group 1 example of system of linear
Use substitution method equations?
to solve the system. Why?
4x + y = 6 4x + y = 6 eq. 1
5x + 3y = 4 5x + 3y = 4 eq. 2
(Yes, in first degree equations)

78
Group 2 3. How can we find the value
Use elimination method to of x and y of these system of
solve the system. equations?
2x + 7 = 3y (Continue asking until they
4x + 7y = 12 Answer: by substitution or by
elimination or by graphing).
Group 3
Sketch the graph of 4. Now, let us solve these
2x + 7 = 3y system using substitution
4x + 7y = 12 method:
a). Examining to the given
After a few minutes, ask the system of equations, which is
students to post and discuss easier to find first? The x
their output. variable or the y variable? How?

How do you find the value of x ( the x variable, equating eq.1 to

and y? y = 6 +( -4x) (eq.3)
Thus,
5x + 3y = 4
5x + 3(6 - 4x) = 4
5x + 18 – 12x = 4
-7x = 4-18
-7X = -14
X=2
b). How about the value of y?

(To solve for y, substitute the

value of x to eq. 1
Let x=2
Solution:4x + y = 6
4(2) + y = 6
8+y=6
y=6–8
y = -2
c. How can you prove that the
value of x and y are correct?

(By checking, substitute the

value of x and y to either of
the given system of equations.

Let x=2 and y= -2

4x + y = 6
4(2) +( -2) = 6
8–2=6
6=6
Thus, the values computed for x
and y are correct.
5. Can we solve these systems
of linear equations using
elimination or graphing
methods?
(Yes)

79
 B. Establishing Advance Learners Average Learners
a purpose for Give a brief discussion about linear and nonlinear equations.
the lesson
SYSTEM OF NONLINEAR EQUATIONS
It is a system of two or more equations in two or more variables
that contains at least one equation that is not linear. Recall the
general form of linear equation which is Ax+By+C=0. A
nonlinear equation is any equation that cannot be written in this
form. The substitution method used for linear systems is the
same method use for nonlinear systems. This is used to solve
one equation for one variable and then substitute the result into
the second equation to solve for another variable, and so on.
However, there is a variation in the possible outcomes whether
there is solution or none.

Let’s find out:

x2 + y2 = 25 eq. 1
x2 – y2 = 25 eq. 2

Guided questions:

1. What have you noticed with the given equations? Are they
similar to what we have reviewed? Why?
(No, the given equations composed of exponent 2).

2. What do you call these systems of equations?

(System of nonlinear equations).

3. For us to be able to solve for the values of x and y, can we apply

the steps in solving the systems of linear equations?
(Yes)

Note: For 5 minutes, call any volunteer to solve for the values of x
and y.

C. Presenting Advance Learners Average Learners

examples/instance
s of the new skills. Solve the systems of nonlinear Solve the systems of nonlinear
equations, using the indicated equations, using the indicated
method. Be guided by the method. Be guided by the
given grouping. given grouping.

Group 1: Solve using Group 1: Solve using

substitution method substitution method

(x + 2)2 + (y - 1)2 = 16 (x + 2)2 + (y - 1)2 = 16

(y - 1)2 = 4(x + 6) (y - 1)2 = 4(x + 6)
Solution:
Step1. Based on the given
equation, one can use
GROUP 2: Find the solution (y - 1)2 = 4(x + 6) to substitute in
set using elimination method. the other equation since the
other equation also has (y - 1)2.

80
 (x + 3)2 = 32 – 16y
2(x + 3)2 + (y - 1)2 = 1 Step 2. Since (y - 1)2 is already
isolated, we can substitute its
equivalent term in:
GROUP 3 (x + 2)2 + (y - 1)2 = 16
Solve graphically.
x2 - 9y = 0 Step 3. Solve the quadratic
x–y=0 equation in one variable.
(x + 2)2 + 4(x + 6) = 16
2
x + 4x + 4 + 4x + 24 = 16
x2 + 8x + 28 = 16
x2 + 8x + 12 = 0
(x + 2)(x + 6) = 0
x + 2 = 0 or x + 6 = 0

x = -2 or x = -6

Step 4. Substitute x = -2 and

x = -6 to one of the equations
and solve for the other variable.

If x = -2
(y - 1)2 = 4(-2 + 6)
√(𝑦 − 1)2 = √16
y – 1 = ±4

y = 5 or y = -3

If x = -6
(y - 1)2 = 4(-6 + 6)
(y - 1)2 = 0
√(𝑦 − 1)2 = √0
y=1

Step 5. Check if the ordered

pairs (-2, 5), (-2,-3), and (-6,1)
are solutions of the following
set of nonlinear equations.

(x + 2)2 + (y - 1)2 = 16
(y - 1)2 = 4(x + 6)

Point (-2,5)
(-2+2)2+(5-1)2=16 0+42 =16
(5 - 1)2 = 4(-2+6) 42 = 4(4)
The point (-2, 5) is a solution.

Point (-2,-3)
(-2+2)2 +(-3-1)2=16
0+(-4)2= 16
(-3 – 1)2 = 4(-2 + 6)
(-4)2 = 4(4)

The point (-2,-3) is a solution.

81
 Point (-6,1)
(-6 + 2)2 + (1 -1)2 = 16
(-4)2 + 0 = 16
2
(1 - 1) = 4(-6 + 6)
0 = 4(0)
The point (-6, 1) is a solution.

Hence, the points (-2, 5), (-2,-3),

and (-6, 1) are solutions of the
given set of nonlinear equations.

GROUP 2: Find the solution set

using elimination method.

(x + 3)2 = 32 – 16y
2(x + 3)2 + (y - 1)2 = 1

Solution: Multiply Eq.1 by -2 to

eliminate (x + 3)2

-2(x + 3)2 = -64 + 32y -2Eq.1

2(x + 3)2 + (y - 1)2 =1 Eq.2

Add the equations and solve

For y
-2 (x + 3)2= -64 + 32y
2(x + 3)2 + (y - 1)2= 1
(y - 1)2 = 32y – 63
y – 2y + 1 = 32y – 63
2

y2 - 34y + 64 = 0
( y – 32 )( y – 2 ) = 0

y = 32 or y=2

Substitute 32 or 2 as value
of y to Eq.1 and solve for x.

If y = 32, then
(x + 3)2 = 32 – 16(32)
(x + 3)2 = -4
No solution

If y = 2, then
(x + 3)2 =32 – 16(2)
(x + 3)2 = 0
x = -3
Therefore, the solution set of
the given set is (-3, 2).

82
 GROUP 3
Solve graphically.
x2 - 9y = 0
x–y=0
Solution:
In solving the system
graphically, draw graph of each
equation. Solving for y, and
then assigning values to x may
conveniently form the table for
the equations.
For x2 - 9y = 0:
9y = x2
𝑋2
y=
9

X -9 -6 -3 0 3
y 9 4 1 0 1
For x – y = 0
y =x

X 0 2 -4 6 8
y 0 2 4 6 8

The graphs show two (2) points

of intersections whose
coordinates are (0, 0) and (9, 9).
These points of intersections
are the solutions of the system.

E. Discussing new Group presentation. Let each group present their work in front of
concept and the class.
practicing new The teacher will discuss further the steps in determining the
skills #2 solutions of systems on nonlinear using substitution, elimination
and graphing

F. Developing ADVANCE LEARNERS AVERAGE LEARNERS

mastery (leads to Note: If time permits. (Optional)
Formative
Assessment) A. Solve algebraically the system.
1. x2 + y2 – 25 = 0
x2 - y2 – 7 = 0

83
B. Solve graphically the system:

1. 2x2 - 3y2 =8
3x2 + 2y2 = 8
SOLUTIONS:
A. Eliminate one variable using subtraction property of equality.
Then, solve for the value of the variable that remains.
x2 + y2 – 25 = 0
x2 - y2 – 7 = 0
2y2 – 18 = 0
2y2 = 18
y2 = 9
y = ±3
Solve for the value of the other variable by substituting the values
of the solved variable in any of the given equations.
If y = ±3, and x2 + y2 – 25 = 0,
x2 + (±3)2 – 25 = 0
x2 + 9 – 25 = 0
x2 = 16
x =±4

Therefore, the four solutions are (4, 3), (4, -3), (-4, 3), and (-
4, -3).

B. In solving the system graphically, draw each graph of each

equation. Solving for y, and then assigning values to x may
conveniently form the table of value for the equations.

For the hyperbola 2x2 - 3y2 =8:

3y2 = 2x2 – 8

2𝑥 2 − 3 2𝑥 2 − 8
y= y = ±√
3 3

X ±2 ±3 ±4 ±5 ±6
y ±0 ±1.83 ±2.83 ±3.74 ±4.62

For the ellipse 3x2 + 2y2 = 8:

2y2 = 8 – 3x2
𝟖−𝟑𝒙𝟐 𝟖−𝟑𝒙𝟐
y2 = y2 = ±√
𝟐 𝟐

X 0 ±1 ±1.2 ±𝟏. 𝟒 ±1.6 𝟐√𝟔

±
𝟑
Y ±2 ±1.58 ±1.36 ±1.03 ±𝟎. 𝟒 0

84
H. Making Sum up the steps in solving systems of nonlinear equations by
generalization and groups.
abstraction about
the lesson.
I. Evaluating Give what is asked:
learning 1. Define the following:
a. Substitution method
b. Elimination method
c. Graphical method
4-7. Determine the solution of each of the given systems of
nonlinear equations. Use the most convenient method. (2 points
each).
For average learners:
a). y- 2x =4
2x2=y

b) x2+y2=25
2x-3y=-6

For advance learners:

a) x2+y2=12
x2-y2 = 4

b) x2-4y2=200
x+2y =100

(Refer to pages 77-79 of Precalculus Teacher’s Guide)

8-9. Do you think that the 3 methods of solving systems of
nonlinear equations can be applied in your daily living? Explain
why.
10. Describe your feeling/s while working with the group.

J. Additional What’s Wrong?

activities for 1. Check if there are errors in the solution. Rewrite the solution
application or to correct the errors (if any) identified.
remediation. X2 – y2 = 1
X2 + y2 = 7
2X2 = 8
X2 = 4 X = 2
If x = 2, then
22 – y2 = 1
-y2 = -3 y = √3

85
 The solution set is (x, y)│(2, √3

2. Solve for the values of x and y in the following system of

nonlinear equations.

(𝑥−1)2 (𝑦−1)2
+ =1
16 4

( x - 1)2 – y2 = 1

Answer key:
1. Isolate (x - 1)2 of the second equation. That is,
( x - 1)2 = y2 + 1.
2. Substitute y2 + 1 as the value of ( x - 1)2 to the first equation:
(𝑦+1)2 (𝑦−1)2
+ =1
16 4
3. Solve for the value of y.

(𝑦+1)2 (𝑦−1)2
16 + = 1(16)
16 4

y2 + 1 + 4(𝑦 − 1)2 = 16
y + 1 + 4(y2 – 2y + 1) = 16
2

y2 + 1 + 4y2 - 8y + 4 = 16
5y2 – 8y – 11 = 0
4. Using the quadratic formula, we have
−𝑏±√𝑏2 −4𝑎𝑐
y=
2𝑎
−(−8)±√(−8)2 −4(5)(−11)
y=
2(5)
8±2√71)
y=
10
or
4±√71)
y=
5
5. Substitute the value of y to one of the equations and solve for
x.
4±√712
(x - 1)2 - =1
5

16±8√71+ 71+25
(x - 1)2 =
25

112 ±8√71
√(𝑥 − 1)2 = ±√
25

√112 ±8√71 5±√112±8√71

x = 1± =
5 5
= 16y2
V. REMARKS
VI. REFLECTION
VII. OTHERS

86
A. Number of
learners who
earned 80% on the
formative
assessment.
B. Number of
learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the
remedial lesson
work? No. of
learners caught up
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
I encounter which
my principal/
Supervisor can
help me solve?
G. What
innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

87
KEY TO CORRECTION
EVALUATION

1. Define the following:

a. Substitution method- It is a method used in which the value of one variable from one
equation is substituted in the other equation.
b. Elimination method- It is the process of solving the system of equations, by
cancelling unknowns in the system. If YES, then add both the equations which results in
an equation with a single variable. Solve for the remaining variables by back substitution.
c. Graphical method- This method is useful for comparing data sets side by side. The
use of scatter plots Graphical representation of multiple observations from a single point
used to illustrate the relationship between two or more variables.

4-7. Determine the solution of each of the given systems of nonlinear equations. Use the
most convenient method. (2 points each).

a). y- 2x =4
2x2 =y

Answer: (-1,2) and (2,8)

b) x2+y2=25
2x-3y=-6

Answer: (3,4) and (-63/13, 16/13)

88
 c) x2+y2=12
x2-y2 = 4

Answer: (2√2 ,2) ,(2√2 ,-2) , (-2√2 ,2) , (-2√2 ,-2)

d) x2-4y2=200
x+2y =100

Answer: (51, 49/2)

89
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/ DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of key
concepts of conic sections and systems of nonlinear
equations
B. Performance Standard The learners shall be able to model situations
appropriately and solve problems accurately using conic
sections and systems of nonlinear equations
C. Learning The learners solves situational problems involving
Competencies/ systems of nonlinear equations (STEM_PC11AG-Ig-2)
Objectives
1. Illustrate systems of nonlinear equations
2. Solve systems of nonlinear equations
3. Solve word problems involving systems of nonlinear
equations

II. CONTENT Solving Situational Problem involving Systems of

Nonlinear Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Pre- Calculus by John Gabriel P. Pelias
Page 54
Algebra 2, by Roland Larson, Timothy Kanold and Lee
Stiff, pp.608 - 613
Mathematics III by David Zimmer et al, pp.623 – 628
Algebra 2 with Trigonometry by Bettye Hall and Mona
Fabricant, pp. 541-552
4. Additional Materials http://teachtogether.chedk12.com/teaching_guides/view/
from Learning 93#section3
Resource (LR) Portal http://www.wtamu.edu/academic/anns/mps/
math/mathlab/col_algebra/col_alg_tut52_nonlinear_sys.
htm
B. Other Learning
Resources https://courses.lumenlearning.com/waymakercollegealg
ebra/chapter/methods-for-solving-a-system-of-
nonlinear-equations/

https://www.chilimath.com/lessons/advanced-
algebra/systems-non-linear-equations/

https://drive.google.com/drive/folders/1VT73fXgVrguuW
NLymwcvTnMh30Lf_Y75?usp=sharing

Powerpoint Presentation or Kahoot! App

90
IV. PROCEDURE Advance
Average Learners
Learners
A. Reviewing previous Start the lesson the by reviewing how to solve systems
lesson or presenting of nonlinear equations.
the new lesson
“A system of nonlinear equations is a system of two
or more equations in two or more variables containing at
least one equation that is not linear.” (Lumen Learning,
2019)

Remind the student’s steps in solving systems of

nonlinear equations.

1. Using Substitution Method

Source: Lumen Learning, Accessed September,2019

91
 2. Using Elimination Method

Source: Lumen Learning, Accessed September, 2019

B. Establishing a purpose Teacher can say” we will encounter many applications,

for a lesson whether involving physical phenomena or even within
realm of mathematics, the need to solve a lot of
equations involving many variables”.
C. Presenting Path of a Sonic Boom
examples/instances of
the new lesson Directions: Use any method to solve the problem.

“The path of a sonic boom on the Earth’s surface is

described by the equation
x 2 – y 2 = 25.
The path of the road is described by the equation
y = x + 5.
What are the coordinates of points on the road at which
the sonic boom will be heard?”

92
 Solve by substitution:
x 2 − 𝑦 2 = 25
y=x+5

x 2 − (𝑥 + 5)2 = 25
x2 − (𝑥 2 + 10𝑥 + 25) = 25
x 2 − 𝑥 2 − 10𝑥 − 25 = 25
−10x = 50
𝐱 = −𝟓
Solve for y:
y=x+5
y = −5 + 5
𝐲=𝟎

D. Discussing new Conduct an in-class quiz bee. (There is a

concepts and provision for electronic quiz bee by using
practicing new skills #1 Kahoot! App)
E. Discussing new
Download materials using this link
concepts and https://drive.google.com/drive/folders/1VT73fXgVrg
practicing new skills uuWNLymwcvTnMh30Lf_Y75?usp=sharing
#2
F. Developing mastery A. Participants:
(leads to formative 1. The quiz bee will be done in groups of 3 or 4.
assessment 3)
2. Contestants/ Group composition should be
G. Finding practical
composed of students in the Junior Level and
applications of Senior Level. Junior Level will be participated by
concepts and skills in average students, while Senior Level by Advanced
daily living students.
B. Scope and Coverage:
1. The quiz bee shall cover general questions on
solving systems of nonlinear equations.
2. There shall be three (3) rounds of competition.
C. Competition Proper:

93
 1. The quiz bee shall be conducted in the classroom
and facilitated by 3 students and teacher as the
quizmaster.
2. The teams must prepare their show me boards and
writing materials
3. There shall be three (3) rounds: Round 1, Round 2,
and Round 3.
4. There shall be two (2) questions in Round 1, two (2)
in Round 2, and two (2) in Round 3. Three (3)
questions shall be given in cases of ties. Questions
in Round 1 weigh 2 points, Round 2 questions have
5 point weight and in Round 3, 8 points will be given
to correct answers.
5. A Quiz Master, a Timer, and a Scorer shall be
assigned to facilitate the competition.
6. A team composed of the 3 students and the teacher
shall evaluate and give decisions in cases of queries
and complaints.
D. Quiz Bee Proper:
1. Cellular or mobile phones are not allowed during the
competition.*
2. The Quiz Master shall read the question while the
question itself will be flashed on a screen for the
contestants to see.
3. All answers must be written on the show me boards
provided for each team. It shall be raised when the
team presses the buzzer or when the allotted time is
over. Failure to do so will signal a warning for the first
offense and disqualification for the second.
4. Any question or query to the correctness of the
answers should be raised before the start of the next
question.
5. In Round 1 each team will be given 40 seconds to
answer. Failure to raise the boards within the allotted
time means no answer.
6. In Round 2 each team will be given 80 seconds to
answer. Failure to raise the boards within the allotted
time means no answer.
7. In Round 3, each team will be given their own
question. If the team gets the correct answer, that
team gets the mark. They will be given 2 minutes to
solve the problem.
F. Declaration of Winners:
1. The team that garnered the highest marks shall be
declared as the winner.

94
2. In cases of ties, three (3) clincher questions will be
raised to break the tie. The mechanics for the
Clincher Round will be the same as that of Round 1.
Questions for Round 1:
1. Given the equations 2y 2 − 5𝑥 − 12𝑦 = 17 and
y − 3 = x, what graphs do they illustrate?
Final Answer: Parabola and a Line

2. Show a diagram where a circle and an ellipse

intersect at four distinct points.

Questions for Round 2:

1. What are the x-values of the given systems of
nonlinear equation?

{ 𝑦 = x2 − 4
2𝑥 + 𝑦 = −1
Solution:
Using Substitution Method:
2x + (x 2 − 4) = −1
2x + x 2 − 4 = −1
x 2 + 2𝑥 − 3 = 0
(x + 3)(x − 1) = 0
Final Answer: 𝐱 𝟏 = −𝟑, 𝒙𝟐 = 𝟏

2. Given the equations of a circle x 2 + 𝑦 2 = 9, and

a line y = x − 3, what is the solution to the given
system?

Solution:
Using Substitution method:
x 2 + (𝑥 − 3)2 = 9
X2 + 𝑥 2 − 6𝑥 + 9 = 9
2x 2 − 6𝑥 = 0
2x(x − 3) = 0
Therefore x1 = 0 𝑎𝑛𝑑 𝑥2 = 3

95
 Solve for y-values
x1 = 0
y=0−3
y1 = −3
x2 = 3
y=3−3
y2 = 0
Final Answer: (𝟎, −𝟑) 𝒂𝒏𝒅 (𝟑, 𝟎)

Questions for Round 3:

1. A planet’s orbit follows a path described by
16x 2 + 4𝑦 2 = 64 .A satellite’s orbit follows an
elliptical path denoted by x 2 + 4y 2 = 4. At what
point/s might the satellite intersect the orbiting
planet?
Solution:
Using Elimination Method:
16x 2 + 4𝑦 2 = 64
- X2 + 4y 2 = 4
15x 2 = 60
x2 = 4
𝐱 = ±𝟐
Solve for y:
(−2)2 + 4𝑦 2 = 4
4y 2 = 0
𝐲=𝟎

Final Answer: 𝐏𝟏 (−𝟐, 𝟎)𝒂𝒏𝒅 𝑷𝟐 (𝟐, 𝟎)

2. A motion-detector light, which is used at night,
was installed above the middle of the school
gym’s floor. The light can detect motion within a
range defined by the equation x2 + y2 = 100. If
someone walks through the path defined by the
equation x – 2y - 10 = 0, then will the person be
detected by the motion detector? at what point?
Final Answer: Yes, at Point 1 (-6,8), Point 2
(10,0)

Tie Breaker Questions:

1. What do you call collection of equations that has
two or more equations in two or more variables
containing at least one equation that is not
linear?

96
 Final Answer: Systems of Nonlinear
Equations or Nonlinear Systems or Nonlinear
Systems of Equations

2. What are the solutions to the given systems of

nonlinear equation?

{ 𝑥 2 + 𝑦 2 = 26
3𝑥 2 + 25𝑦 2 = 100
Solve by elimination method:
Step 1: 3(x 2 + y 2 = 26)
Step 2: 3x 2 + 3𝑦 2 = 78
- 3x 2 + 25𝑦 2 = 100
−22y 2 = −22
2
Step 3: y =1
Step 4: y1 = 1; 𝑦2 = −1
Substitute y = ±1 into one of the equations and solve
for x
x 2 + (−1)2 = 26
x 2 = 25
x = ±5
x 2 + (1)2 = 26
x 2 = 25
x = ±5
Final Answer:
(𝟓, 𝟏), (𝟓, −𝟏), (−𝟓, 𝟏)𝒂𝒏𝒅 (−𝟓, −𝟏)

1. Katrina and Leonardo go to same university. Every

morning at 9:30 they walk across the school field to
get to their next class. The path taken by Katrina is
described by the equation, y = 𝑥 2 − 1 while that of
Leonardo, by x + 2y = 1. Find out where they could
possibly meet.
Solution:
Using substitution method
Y = x2 − 1
x + 2(x 2 − 1) = 1
2x 2 + 𝑥 − 2 = 1
2x 2 + 𝑥 − 3 = 0
𝐱 𝟏 = −𝟏. 𝟓 𝐚𝐧𝐝 𝐱 𝟐 = 𝟏
To solve for y:
y1 = (−1.5)2 + 1
y2 = (1)2 + 1
𝐲𝟏 = 𝟑. 𝟐𝟓
𝐲𝟐 = 𝟐

Final Answer: (-1.5,3.25) and (1,2)

H. Making 1. How do we solve problems involving systems of

generalizations and nonlinear equation?
abstractions about 2. What are the steps in solving systems of
the lesson nonlinear equations?

97
 Polya's Four Step Process for Problem Solving
Step1. Understand the problem.
Step 2: Devise a plan (translate).
Step 3: Carry out the plan (solve).
Step 4: Look back (check and interpret).

I. Evaluating learning Solve the following problem:

1. Some universities have their own radio stations
that broadcast only within a range or distance.
You are on your way to the campus, listening to
your radio. You know that the university’s radio
station transmits a signal within 25 km of the
station. Imagine that the transmission tower is
at the origin of the graph and that you are
travelling along path that could be represented
by the line y = 2x – 10. What equation can be
used to represent the farthest range of the radio
signal? Will you hear the radio station if you
travel along the path?
Final Answer: 𝐱 𝟐 + 𝒚𝟐 = 𝟔𝟐𝟓, Yes.

J. Additional activities
for application or
remediation

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remediation
lessons work? No of
learners who have
caught up with the
lesson.

98
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

99
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of key concepts of
Series, Mathematical Induction and the Binomial Theorem.
B. Performance The learners shall be able to keenly observe and investigate
Standard patterns, and formulate appropriate mathematical statements
and proved them using mathematical induction and/or Binomial
Theorem.
C. Learning The learners illustrate Series (STEM _PC11SMI-Ih-1)
Competencies/
Objectives 1. Determine the terms of each defined sequence, and
give their associated series
II. CONTENT Series and Mathematical Induction
III. LEARNING
RESOURCES
A. References
1. Teachers Guide Pre-calculus. Pdf pages 85 to 89
Pages
2. Learner’s Material
pages
3. Textbook Pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning 1.*Laptop, projector
Resources 2. Board and chalk
IV. PROCEDURE Advanced Learners Average Learners
A. Review previous Pose the following problem to the class: Jason’s classroom is
lesson or presenting on the second floor of the school. He can take one or two steps
new lesson of the stairs in one leap. In how many ways can Jason climb the
stairs if it has 16 steps?

Get students to suggest strategies they can use to solve this

problem. Lead or encourage them to try out smaller number of
steps and find a pattern. Work with the class to complete the
following table (on the board):

100
 The students should be able to recognize the Fibonacci
sequence. Ask the students to recall what Fibonacci sequences
are and where they had encountered this sequence before. In
this lesson, we will review the definitions and deferent types of
sequences and series.

Teaching Notes
This is equivalent to the number of ways to express a number
(number of steps in the stairs) as a sum of 1’s and 2’s. For
example, we can write 3 as a sum of 1’s and 2’s in three ways:
2 + 1, 1 + 2, and 1 + 1 + 1. In 2 + 1, it means Jason leaps 2
steps first, then 1 step to finish the three-step stairs.

The Teacher asks: The Teacher asks:

1. What is a sequence? 1. Base on the given example,
2. What is a series? what is a sequence?
2. Base on the given example,
Answer: what is a series?
1. A sequence is a function (teacher will post examples of
whose domain is the set of sequence and series)
positive integers or the set
{1, 2, 3, . . . ,n}. Answer:
2. A series represents the sum 1. A sequence is a function
of the terms of a sequence. If whose domain is the set of
a sequence is finite, we will positive integers or the set
refer to the sum of the terms of {1, 2, 3, . . . ,n}.
the sequence as the series 2. A series represents the sum
associated with the sequence. of the terms of a sequence. If
If the sequence has infinitely a sequence is finite, we will
many terms, the sum is refer to the sum of the terms of
defined more precisely in the sequence as the series
calculus. associated with the sequence.
If the sequence has infinitely
many terms, the sum is
defined more precisely in
calculus.

B. Establishing a 1. differentiate a series from a sequence

purpose for the 2. determine the terms of each defined sequence, and give their
lesson associated series

101
C. Presenting A sequence is a list of numbers (separated by commas), while
examples/instances a series is a sum of numbers (separated by “+” or “−” sign). As
of the new lesson an illustration, 1, -1/2, 1/3, -1/4 is a sequence, and
1 – ½ + 1/3 – ¼ = 7/12 is its associated series. The sequence
with nth term an is usually denoted by {an}, and the associated
series is given by S = a1 + a2 + a3 + · · · + an.

Example:
Determine the first five terms of each defined sequence, and
give their associated series.
(1) {2 − n}
(2) {1 + 2n + 3n2}
(3) {(−1) n}
(4) {1 + 2 +3+· · · + n}

Key Answer:
Solution. We denote the nth term of a sequence by an, and
S = a1 + a2 + a3 + a4 + a5.
(1) an = 2− n
First five terms:
a1 = 2−1 = 1, a2 = 2− 2 = 0, a3 = −1, a4 = −2, a5 = −3
Associated series:
S = a1 + a2 + a3 + a4 + a5 = 1+0 − 1 − 2 −3 = −5

(2) an = 1+2n + 3n2

First five terms:
a1 = 1+2·1+3 · 12 = 6, a2 = 17, a3 = 34, a4 = 57, a5 = 86
Associated series:
S = 6+17+34+57+86 = 200

(3) an = (−1)n
First five terms:
a1 = (−1)1 = −1, a2 = (−1)2 = 1, a3 = −1, a4 = 1, a5 = −1
Associated series:
S = −1 + 1 − 1 + 1 −1 = −1

(4) an = 1+2+3+· · · + n
First five terms:
a1 = 1, a2 = 1+2 = 3, a3 = 1+2+3 = 6, a4 = 1+2+3+4 =10,
a5 = 1+2+3+4+5 = 15
Associated series:
S = 1+3+6+10+15 = 35

D. Discussing new Divide the class into 5 groups. Provide them with the activity
concept and sheet and the materials needed. Let the learners set their own
practicing new rules and standard to follow in doing the group activity.
skills. #1
(Rate each group using the rubrics attached/ agreed by the
group and the teacher)

Determine the first five terms of each defined sequence, and

give their associated series.
1. {1 + n − n2}
2. {1 − (−1)n+1}
3. a1 = 3 and an = 2an−1 + 3 for n ≥2

102
 Group presentation. The leader of each group/any
representative of the group will discuss their output in front of
the class
Key to correction
1. Answer: a1 = 1, a2 = −1, a3 = −5, a4 = −11, a5 = −19
Associated series: 1 − 1 − 5 − 11 − 19 = −35

2. Answer: a1 = 0, a2 = 2, a3 = 0, a4 = 2, a5 = 0
Associated series: 0 + 2 + 0 + 2 + 0 = 4

3. Answer: a1 = 3, a2 = 9, a3 = 21, a4 = 45, a5 = 93

Associated series: 3 + 9 +21 +45 +93 = 171

(*each presentation the teacher will make clarification if needed

and praise each group for their presentation)

E. Discussing new There are sequences which (The teacher will explain about
concept and can be Arithmetic, Geometric, Arithmetic, Geometric, and
practicing new and Fibonacci Fibonacci)
skills. #2
Illustrate a series which is Consider the following series:
Geometric, Arithmetic, and 1. 1 + 3 + 5 + 7+ 9
Fibonacci 2. 2 + 6 +18 + 54
3. 1 + 1 + 2 + 3 + 5

Which of the following is an

indicated Arithmetic series,
Geometric Series, and
Fibonacci Series?

F. Developing Group Game:

Mastery Instruction: Determine the first five terms of each defined
sequence, and give their associated series.
(1) 3n
(2) n +1

(Note the teacher may add more examples and the teacher will
give a reward for the team that wins the game)
G. Finding practical Savings:
application of
concepts and If you are saving 200 php, 250 php, 300 php, 350 php, 400 php
skills in daily and so on in your bank account monthly, how much money will
living you have at the end of one year? Represent it as a series
H. Making The teacher asks:
Generalizations What is a series and how to illustrate a series?
and Abstraction (A series represents the sum of the terms of a sequence. If a
about the lesson sequence is finite, we will refer to the sum of the terms of the
sequence as the series associated with the sequence. If the
sequence has infinitely many terms, the sum is defined more
precisely in calculus and to illustrate series we use the formula
S = a1 + a2 + a3 + · · · + an.)

103
I. Evaluating Determine the first five terms of each defined sequence, and
Learning give their associated
Series given {1 · 2 · 3 · · · n}

Key answer

Answer:
a1 = 1, a2 = 1·2 = 2, a3 = 1· 2 ·3 = 6, a4 = 24, a5 = 120
Associated series: 1 + 2 + 6 + 24 + 120 = 153

J. Additional Determine the first five terms of each defined sequence, and
Activities for give their associated
application or Series given {2 + n}
Remediation

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment
B. No of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
use/discover which I
wish to share with
other teachers

104
(Rubrics for group activity)
CRITERIA POINTS
5 3 1
RESPONSES All answers are Commits 1-2 Commits 3-5
correct mistakes mistakes
ATTITUDE Shows enthusiasm, Shows enthusiasm Do not show any
enjoyment and during the activity positive behavior
other positive
behavior during the
activity
SHARING OF Each member 1 or 2 members did 3 or more members
IDEAS share ideas in not help did not help
doing the activity
MECHANICS Followed all the One or two steps 3 or more steps
steps of the activity were nor followed were nor followed

105
SCHOOL LEARNING AREA/ Pre-Calculus
SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standard series and mathematical induction and the Binomial Theorem.
B. Performance The learners shall be able to keenly observe and investigate
Standard patterns, and formulate appropriate mathematical statements and
proved them using mathematical induction and/or Binomial
Theorem.
C. Learning The learners differentiate a series from a sequence
Competencies/ (STEM _PC11SMI-Ih-2)
Objectives
II. CONTENT Series and Mathematical Induction
II. LEARNING
RESOURCES
A. References
1. Teachers Guide Pre-calculus. Pdf pages 85 to 89
Pages Pre-calculus_7th_-_larson_hostetler_2pdf pages 642 to 647
2. Learner’s
Material pages
3. Textbook Pages
4. Additional
materials from
Learning
Resource (LR)
Portal
B. Other Learning 1.*Laptop, projector
Resources 2. Board and chalk
IV. PROCEDURE Advanced Learners Average Learners
A. Review Simple recall the previous lesson on Simple recall the previous
previous lesson or illustrating a series lesson on illustrating a
presenting new series
lesson The teacher asks:
1. What is a sequence? The teacher asks:
2. What is a series and how do we 1. Base on the given
illustrate it? example, how will you
define a sequence?
Answer: 2. Base on the given
1. A sequence is a function whose example and illustration,
domain is the set of positive integers how will you define a
or the set {1, 2, 3, . . . ,n}. series?
2. A series represents the sum of the (teacher will give example
terms of a sequence. If a sequence and an illustration of
is finite, we will refer to the sum of the sequence and a series)
terms of the sequence as the series
associated with the sequence. If the
sequence has infinitely many terms,
the sum is defined more precisely in
calculus.

106
B. Establishing a At the end of the lesson the learners must be able to:
purpose for the 1. Define sequence and series
lesson 2. Illustrate a sequence and a series
3. Differentiate a series from a sequence

C. Presenting
examples/instance Illustrate a sequence and a series:
s of the new
lesson Sequence:

Series:

D. Discussing
new concept From the given illustration who can differentiate a sequence
and practicing from a series?
new skills. #1

Answer:

(A series represents the sum of the terms of a sequence. If a

sequence is finite, we will refer to the sum of the terms of the
sequence as the series associated with the sequence. If the
sequence has infinitely many terms, the sum is defined more
precisely in calculus and to illustrate series we use the formula S =
a1 + a2 + a3 + · · · + an.), while a sequence is a function whose
domain is the set of positive integers or the set
{1, 2, 3, . . . ,n}.

Sequences
Sequence is finite, we will refer to the sum of the terms of the
sequence as the series associated with the sequence. If the
sequence has infinitely many terms, the sum is defined more
precisely in calculus and to illustrate series we use the formula S =
a1 + a2 + a3 + · · · + an.), while a sequence is a function whose
domain is the set of positive integers or the set
{1, 2, 3, . . . ,n}.
Series
A series represents the sum of the terms of a sequence. Many
applications involve the sum of the terms of a finite or infinite
sequence. Such a sum is called a series. Consider the infinite
sequence

1. The sum of the first terms of the sequence is called a finite

series or
the nth partial sum of the sequence and is denoted by

107
 2. The sum of all the terms of the infinite sequence is called an
infinite series and is denoted by

E. Discussing Given the following Given the following examples identify if it

new concept examples identify if it is is a sequence or it is a series: (explain
and practicing a sequence or it is a why)
new skills. #2 series: (explain why)
1 1 1 1 1
1. , , , ,… 𝑛,…
2 4 8 16 ,2
1.
1 1 1 1 1 2. 1, 3, 5, 7, . . .
𝑎, 𝑎 , 𝑎, 𝑎, … 𝑛 𝑎, … 1 3 7 15 31
2 4 8 16 ,2 3. + + + +
4 8 16 32 64
2. 1, -3, 5, -7, . . . 1 2 6 24 120 720
1 3 7 15 31 4. + + + + +
3. + + + + 2 4 8 16 32 64
4 8 16 32 64 5. 2, -5, 10, -17, . . .
1 2 6 24
4. + + + +
2 4 8 16
120 720
+
32 64
5. 2, -5, 10, -17, . . .
F. Developing Group the class into The teacher will give a drill on identifying
Mastery four groups sequence and series:

Each group will form

there own examples of
a sequence and a
series at least five 5
each.

(After 5 to 10 minutes
the groups will present
their work and the
teacher keeps on
monitoring while each
group is doing the
activity)
G. Finding
practical
application of Give a situation in your life where in sequence and series are
concepts and involved.
skills in daily
living
H. Making The teacher asks:
Generalization How do we differentiate a series from a sequence?
s and
Abstraction
about the (A series represents the sum of the terms of a sequence. If a
lesson sequence is finite, we will refer to the sum of the terms of the
sequence as the series associated with the sequence. If the
sequence has infinitely many terms, the sum is defined more
precisely in calculus and to illustrate series we use the formula S =
a1 + a2 + a3 + · · · + an.), while a sequence is a function whose
domain is the set of positive integers or the set {1, 2, 3, . . . ,n}.

108
I. Evaluating Identify whether the following a series of a sequence:
Learning
(a) 3, 7, 11, 15, 19, . . .
(b) 4 + 16 + 64 + 256, . . .
(c) 4, 16, 25, 36, . . .
(d) 48 +24 + 12 + 6, . . .
(e) -2, -10, -50, -250, . . .

Key answer:
a. Sequence
b. Series
c. Sequence
d. Series
e. Sequence

J. Additional
Activities for
application or
Remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I

109
 use/discover
which I wish to
share with other
teachers
(Rubrics for group activity)

CRITERIA POINTS
5 3 1
RESPONSES All answers are Commits 1-2 Commits 3-5
correct mistakes mistakes
ATTITUDE Shows enthusiasm, Shows enthusiasm Do not show any
enjoyment and during the activity positive behavior
other positive
behavior during the
activity
SHARING OF Each member 1 or 2 members did 3 or more members
IDEAS share ideas in not help did not help
doing the activity
MECHANICS Followed all the One or two steps 3 or more steps
steps of the activity were nor followed were nor followed

110
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards series and mathematical induction and the binomial theorem.
B. Performan The learners shall be able to keenly observe and investigate
ce patterns, and formulate appropriate mathematical statements and
Standards prove them using mathematical induction and/or binomial theorem.
C. Learning The learners use the sigma notation to represent a series.
Competen (STEM_PC11SMI-Ih-3)
cies/ 1. Define and write in sigma notation a given series.
Objectives 2. Expand a given sigma notation.
3. Evaluate the sum of a series expressed in sigma notation.
II. CONTENT SERIES AND MATHEMATICAL INDUCTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials 86-95
pages
3. Textbook
pages
4. Additional
Materials
from http://www.brementonschools.org
Learning
Resource
(LR)portal
B. Other Learning Worksheets, laptop, projector, manila paper and markers
Materials
IV.
Advance Learners Average Learners
PROCEDURES
A. Reviewing Warm up Warm up
previous lesson or Find the first 5 terms of each Find the first 5 terms of each
presenting the sequence. sequence.
new lesson
1. 1.

2. 2.

3.

111
 Answer: Answer

1. 1.

2. 2.

Write a possible explicit rule for 3.

the nth term of each sequence.
Write a possible explicit rule for
1. 4, 7, 10, 13, 16, … the nth term of each sequence.

Given the 1. 1, 2, 4, 8, 16, …

5 term, how did you get the rule?

B. Establishing a The objectives of the lesson will be presented.

purpose for the 1. Define and write in sigma notation a given series.
lesson 2. Expand a given sigma notation.
Evaluate the sum of a series expressed in sigma notation.
In the previous lesson you learned how to differentiate sequence
from series and how to find the nth term of a sequence. Often, we
are also interested in the sum of a certain number of terms of a
sequence.
A series is the indicated sum of the terms of a sequence. Some
examples are shown in the table.

C. Presenting
examples/instanc
es of the new Because many sequences are infinite and do not have defined
lesson sums, we often find partial sums. A partial sum, indicated by Sn, is
the sum of a specified number of terms of a sequence.

Let’s consider the example.

For the even numbers,

A series can also be A series can also be represented

represented by using by using summation notation,
summation notation, which which uses the Greek letter 
D. Discussing new uses the Greek letter  (capital (capital sigma) to denote the sum
concepts and sigma) to denote the sum of a of a sequence defined by a rule,
practicing new sequence defined by a rule, as as shown
skills #1 shown.

112
Example 1: Using Summation Example 1: Using Summation
Notation Notation
Write the series in summation Write the series in summation
notation. 4 + 8 + 12 + 16 + 20 notation. 4 + 8 + 12 + 16 + 20
Find a rule for the kth term of Find a rule for the kth term of
the sequence. the sequence.
ak = 4k Explicit formula ak = 4k Explicit formula

How did you get the rule? Write the notation for the first 5
terms.
Write the notation for the first 5 Summation notation
terms.
Summation notation

Example 2: Using Summation

Notation
Example 2: Using Summation
Notation Write the series in summation
notation.
Write the series in summation
notation.

Find a rule for the kth term of the

sequence.
Find a rule for the kth term of the
sequence. Explicit formula.

Explicit formula.

How did you get the rule? Write the notation for the first 6
terms.
Write the notation for the first 6 Summation notation.
terms.
Summation notation.

Example 3: Write each series in

summation notation.
Example 3: Write each series
in summation notation.
Find
a rule
for the kth term of the
Explicit
Find a rule for the kth term of sequence.
the sequence. formula.
Write the notation for the first
5 terms.
Explicit
formula.
Summation notation.
How did you get the rule?
Write the notation for the first
5 terms.

113
 Example 4: Write the series in
Summation notation. summation notation.

Example 4: Write the series in

summation notation. Find a rule for the kth term of
the sequence.

Explicit formula.
Find a rule for the kth term of
the sequence.

Explicit Write the notation for the first

6 terms.
How did you getformula.
the rule?
Write the notation for the first Summation notation.

6 terms.

Summation
notation.
How do you evaluate the sum of a series expressed in sigma
notation?
Let us consider the given examples.

Example 1.

Expand the series by replacing k.

Evaluate powers.

Simplify
E. Discussing new
concepts and Example 2.
practicing new
2 2 2
skills #2
= (1 – 10) + (2 – 10) + (3 – 10) Expand.
+
2 2 2 Simplify.
(4
= –9– –10)
6 –+1(5+ 6– +10)
15++(6 – 10)
26
= 31

Example 2.

= (2(1) – 1) + (2(2) – 1) Expand the series by replacing k.

+ (2(3) – 1) + (2(4) – 1) Simplify.
=1+3+5+7
=16
(Give more examples if needed.)
F. Developing
mastery (leads to Let’s consider the series 3 + 3 + Let’s consider the series 3 + 3 +
Formative 3+3+3 3+3+3
Assessment 3) each term has the same value.

114
Who can write the series in
sigma notation?
What have you observed from
the given example?
Based from the example can
you derive another formula?

Expected answer.

Each term has the same

constant value. The formula for the sum of a
constant series is shown.

That is an example of constant

series.
Let’s try another series:
The formula for the sum of a The sum of the first 10 natural
constant series is as shown numbers.
above.
Examine the rearranged terms.

Let’s try another series:

The sum of the first 10 natural
numbers.
.Who can write the series?
Who can write the series in
sigma notation?
That is an example of a linear
Expected answer series.

1+2+3+4+5+6+7+8+9+10
Notice that 5 is half of the number
of terms and 11 represents the
sum of the first and the last term,
1 + 10. This suggests that the
Examine the rearranged terms.
What have you noticed? sum of a linear
series is

,which can be
written as

That is an example of a linear

series.

115
 Similar methods will help you find
the sum of a quadratic series.
Notice that 5 is half of the
number of terms and 11
represents the sum of the first
and the last term, 1 + 10. This
suggests
that the sum of a Divide the class into three
linear series is , which groups.
can be (Rate each group using the
rubrics attached)

written as Using Summation Formulas

Evaluate the series.
Group 1. Constant series
Similar methods will help you
find the sum of a quadratic
series.

Group 2. Linear series

Divide the class into three

groups.
(Rate each group using the
rubrics attached)
Using Summation Formulas Group 3. Quadratic series
Evaluate the series.
Group 1. Constant series

Let the students present their

work and process their output.
Group 2.
Linear series

Group 3. Quadratic series

Let the students present their

work and process their output.

Problem-Solving Application Problem-Solving Application

G. Finding
practical
Zam is laying out patio stones in
applications of
a triangular pattern. The first row

116
concepts and Analyze the problem has 2 stones and each row has 2
skills in daily living carefully and show your additional stones, as shown
solution. below. How many complete rows
can he make with a box of 144
Zam is laying out patio stones in stones?
a triangular pattern. The first
row has 2 stones and each row 1. Understand the
has 2 additional stones, as Problem
shown below. How many The answer will be the
complete rows can he make number of complete
with a box of 144 stones? rows.
List the important
information:
• The first row has 2
stones.
• Each row has 2
additional stones
• He has 144 stones.
• The patio should have
as many complete rows
as possible.

2. Make a Plan
Make a diagram of the
patio to better understand
the problem.
Find a pattern for the
number of stones in each
row. Write and evaluate
the series.

3. Solve

The number of stones

increases by 2 in each
row. Write a series to
represent the total
number of stones in n
rows.

117
H. Making
generalizations How do we write series into sigma notation?
and abstractions How do we evaluate sigma notation?
about the lesson
Write each series in Write each series in
summation notation. summation notation.
1. 1 – 10 + 100 – 1000 + 1. 1 – 10 + 100 – 1000 +
10,000 10,000

2. 2.

Evaluate the following Evaluate the following

summation notation. summation notation.
55 55
1. 1.
64 64
2. 2.

I. Evaluating 325 325

3. 3.
learning

285 285
4. 4.

Problem solving

Analyze the problem carefully

and show your solution.
(5points)

Ann is making a display of

hand-held computer games.
There will be 1 game on top.
Each row will have 8 additional
games. She wants the display
to have as many rows as
possible with 100 games. How
many rows will Ann’s display
have?
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation

118
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

119
Scoring Rubrics:

CRITERIA POINTS
5 3 1
RESPONSES All answers are correct Commits 1-2 Commits
mistakes 3-5
mistakes
ATTITUDE Shows enthusiasm, Shows Do not
enjoyment and other enthusiasm during show any
positive behavior during the activity positive
the activity behavior
SHARING OF IDEAS Each member share 1 or 2 members 3 or more
ideas to answer the did not help members
problems did not
help
MECHANICS Followed all the steps of One or two steps 3 or more
the activity were nor followed steps
were nor
followed

120
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standard series and mathematical induction.
B. Performance The learner shall be able to keenly observe and investigate
Standard patterns, and formulate appropriate mathematical statements
and prove them using mathematical induction.
C. Learning The learners illustrate the Principle of Mathematical Induction
Competencies/ (STEM_PC11SMI-Ih-4)
Objectives 1. illustrate the Principle of Mathematical Induction
Write the LC 2. appreciate the value of Principle of Mathematical
code for each Induction in real-life situations.
II. CONTENT PRINCIPLE OF MATHEMATICAL INDUCTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pre-Calculus Teaching Guide, pp. 99 -102
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pre-Calculus, Debbie Marie B. Verzosa, Ph.D., Richard B. Eden,
Resources Ph.D., and Ian June L. Garces, Ph.D., pp. 87 and 91
https://www.themathpage.com/aPreCalc/mathematical-induction.htm
https://www.mathsisfun.com/algebra/mathematical-induction.html
http://home.cc.umanitoba.ca/~thomas/Courses/InductionExamples-
Solutions.pdf
http://mathandmultimedia.com/2010/09/27/mathematical-induction/
IV. PROCEDURES Advance Learners Average Learners
A. Reviewing Have you heard of the “Domino Effect”?
previous
lesson or (Let the students show to class the “Domino Effect” through
presenting toppling an infinite line of standing dominoes)
new lesson
B. Establishing a From the given situation, When you give the first domino
purpose for the what do you think are the two a push, what is the effect?
lesson conditions in order to ensure (Step 1: The first domino falls)
that the entire line of What did you notice on the
dominoes will fall down? entire domino?
(Step 2: When any domino falls,
the next domino falls)

Then, all dominos will fall!

121
C. Presenting Suppose the figure below is a scenario on climbing an infinite
examples/ staircase:
instances of
the new lesson

Part 1 Part 2

What are the two things you consider to be able to climb up the
infinite staircase?
(First, you need to be able to climb up to the first step. Second,
if you are on any step (n=k), you must be able to climb up to the
next step (n = k + 1)).

Relate the scenario on the Principle of Mathematical Induction

which is often compared to climbing an infinite staircase and
another analogy that is used is toppling an infinite line of
standing dominoes.
D. Discussing Group Activity: Group Activity:
new concepts Divide the class into four Divide the class into four
and practicing groups. Each group will groups. Each group will answer
new skills #1 answer the given analogy on the given analogy on toppling an
toppling an infinite line of infinite line of standing
standing dominoes. dominoes.

Suppose we have an infinite Suppose we have an infinite

number of dominoes queued number of dominoes queued
and once we push the first and once we push the first
domino (this is our n=1), it domino (this is our n=1), it hits
hits the next domino and the the next domino and the second
second domino falls. Now, if domino falls. Now, if for each if
for each if the hit domino fall the hit domino fall (this is our
(this is our n=k) and hits the n=k) and hits the next domino
next domino and again that and again that domino (this is
domino (this is our n=k+1), our n=k+1), then we are sure
then we are sure that all that all standing dominoes will
standing dominoes will fall fall no matter how long their
no matter how long their queue is.
queue is.
1. Show that the sum of the
1. Show that the sum of the numbers from 1 to any number
numbers from 1 to any say n, or written as
number say n, or written as 𝑛(𝑛 + 1)
1 +2 + 3 +⋯+ 𝑛 =
𝑛(𝑛 + 1) 2
1 + 2 +3 + ⋯+ 𝑛 = Note that n is any positive
2
Note that n is any positive integer. Check if the condition is
integer. Check if the true for n=1.
condition is true for n=1.
2. Assume n=k is true
2. Assume n=k is true
3. Show that n=k+1 is also true

122
 3. Show that n=k+1 is also
true 4. Simplify the right hand side.

4. Simplify the right hand Expected answer:

side. (1)(1+1) (1)(2) 2
1. 1= = = =1
2 2 2
2.
Expected answer: (𝑘)(𝑘 + 1)
(1)(1+1) (1)(2) 2 1 +2 + 3 +⋯+ 𝑘 =
1. 1= = = =1 2
2 2 2
2. 3.
(𝑘)(𝑘 + 1) 1 + 2 +3 + ⋯+ 𝑘 +𝑘 + 1
1 + 2 +3 + ⋯+ 𝑘 = (𝑘 + 1)(𝑘 + 2)
2 =
3. 2
+ (𝑘 + 1)
1 + 2+ 3 + ⋯+𝑘 + 𝑘 + 1
(𝑘 + 1)(𝑘 + 2) 4.
= (𝑘 + 1)(𝑘 + 2)
2 + (𝑘 + 1)
+ (𝑘 + 1) 2
(𝑘 + 1)(𝑘 + 2)
4. =
(𝑘 + 1)(𝑘 + 2) 2
+ (𝑘 + 1)
2
(𝑘 + 1)(𝑘 + 2)
=
2
Principle of Mathematical Induction

Let P(n) be a property or statement about an integer

n. Suppose that the following conditions can be proven:

(1) P(n0) is true (that is, the statement is true when

n = n0).
(2) If P(k) is true for some integer k ≥ n0, then P (k + 1)
is true (that is, if the statement is true for n = k, then it
is also true for n = k + 1).

Then the statement P(n) is true for all integers n ≥ n0.

E. Discussing
new concepts
and practicing
new skills #2
F. Developing Group Activity: Fact of Group Activity: Fact of
Mastery Arithmetic Arithmetic
Divide the class into three Divide the class into three or four
or four groups, then groups, then provide an activity
provide an activity sheet sheet for each group.
for each group. Let the students present their work
on the board.
Use mathematical
induction to show that the Complete the given pattern.
formula is true for all
positive integers n. Show 1 = 12 = 1
the parts of PMI. 4 = 22 = 1 + 3
Let the students present 9______________
their work on the board. 16_________________
25___________________

123
 1. “The sum of the first n 1. What can you say about the
odd numbers is equal to square of the natural number to
the nth square” the sum of the first two odd
numbers?
1 + 3 + 5+ 7 + ⋯+ (The square of the second natural
(2𝑛 − 1) = 𝑛2 number is equal to the sum of first
two odd natural numbers)
2. “The sum of n 2. How about the first three odd
consecutive cubes is numbers?
equal to the square of the (It is equal to the square of the
sum of the first n numbers” third natural number)
3. What can you conclude from the
13 + 23 + 33 + ⋯ + 𝑛3 pattern?
2 2 (The square of n is equal to the
𝑛 (𝑛 + 1)
= sum of first n odd natural numbers,
4
or
1+3+5+7+⋯+
(2𝑛 − 1) = 𝑛2 )
4. Use mathematical induction to
show that the formula is true for all
positive integers n. Show the parts
of PMI.

1+3+5+7+⋯+
(2𝑛 − 1) = 𝑛2 )
Guide questions;
1. How did you find the activity?
2. What are the process did you use in proving the
formula?
3. What can you say about each of the pattern?
Rubric for the group activity entitled “Fact in
Arithmetic”.

4 points A correct solution and an appropriate

strategy are shown.
3 points A complete and appropriate strategy
is shown but incorrect solution is
given due to simple computational
error or some key elements are
missing or implemented incorrectly.
2 points A correct solution is given with no
solution strategy.
1 point Some solution beyond re-copying
data but it would not lead to a correct
solution.

G. Finding A robot manufacturer claims that their latest invention

practical “R-INFTY” can continuously climb an infinite ladder by providing
application of the following information:
concepts and 1. it can climb on the first rung; and
skills in daily 2. if it can climb on the kth rung, then it can also climb on
living the (k + 1)st rung.

124
 Is their claim true? Explain.

Expected Answer:
R-INFTY can climb the second rung because it can climb on the
first rung as assured by 1st condition on PMI and so it can climb
on the next rung as assured by 2nd condition on PMI.
H. Making
generalizations How do you illustrate the Principle of Mathematical Induction?
and
abstraction Expected Answer:
about the Let P(n) be a property or statement about an integer n.
lesson (1) P(n0) is true (that is, the statement is true when
n = n0).
(2) If P(k) is true for some integer k ≥ n0, then P (k + 1) is true
(that is, if the statement is true for n = k, then it is also true for n
= k + 1).

Then the statement P(n) is true for all integers n ≥ n0.

I. Evaluating A. Illustrate the Principle of Mathematical Induction in order to

Learning prove that the formula is true for all positive integers n.
1.
𝑛(𝑛 + 1)(2𝑛 + 1)
12 + 22 + 32 + ⋯ + 𝑛2 =
6

2.
𝑛(3𝑛 − 1)
1 + 4 + 7 + ⋯ + (3𝑛 − 2) =
2

Expected Answers:
1. n=1
1(1 + 1)(2(1) + 1)
(1)2 =
6
1(2)(3)
1=
6
6
1=
6
1=1

Suppose n=k
𝑘(𝑘 + 1)(2𝑘 + 1)
𝑘2 =
6
It is also true for n = k + 1

𝑘(𝑘 + 1)(2𝑘 + 1)
𝑘 2 + (𝑘 + 1)2 = = (𝑘 + 1)2
6

𝑘(𝑘 + 1)(2𝑘 + 1) + 6(𝑥 + 1)2

=
6
(𝑘 + 1)(2𝑘 2 + 𝑘) + 6(𝑥 + 1)
=
6

125
 (𝑘 + 1)(𝑘 + 2)(2𝑘 + 3)
=
6
(𝑘 + 1)((𝑘 + 1) + 1)(2(𝑘 + 1) + 1)
=
6

2. n=1
1(3(1) − 1)
1=
2
(3 − 1)
1=
2
2
1=
2
1=1

𝑘(3𝑘 − 1)
1 + 4 + 7 + ⋯ + (3(𝑘 + 1) − 2) = + (3𝑘 + 1)
2
𝑘(3𝑘 − 1) + 2(3𝑘 + 1)
=
2
3𝑘 2 − 𝑘 + 6𝑘 + 2
=
2
3𝑘 2 + 5𝑘 + 2
=
2
(𝑘 + 1)(3𝑘 + 2)
=
2
(𝑘 + 1)(3(𝑘 + 1) − 1)
=
2

J. Additional
Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson

126
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

127
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES

A. Content The learners demonstrate Key concepts of series and

Standards mathematical induction and the Binomial Theorem.
B. Performance The learners shall be able to Keenly observe and investigate
Standards patterns, and formulate appropriate mathematical statements
and prove them using mathematical induction and/or
Binomial Theorem.
C. Learning The learners apply mathematical induction in proving
Competencies/Objec identities:
tives STEM_PC11SMI-Ih-i-1 (A)

1. Define mathematical induction.

2. Apply mathematical induction in proving summation
identities.
3. Cite the importance of the principles of mathematical
induction in attaining one’s greatest dream in life.
II. CONTENT Series and Mathematical Induction
III. LEARNING
RESOURCES
A. References

1. Teacher's Guide Pre-calculus Teacher’s Guide, pp. 99-105

Pages
2. Learner's Material Pre-calculus Learner's Material, pp. 98-101
Pages
3. Textbook Pages

4. Additional
Materials from
Learning Resources
B. Other Learning ICT equipment and Power Point presentation
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Trivia Time: Irosin Hilltop Trivia Time: Irosin Hilltop
previous lesson or Church Church
presenting the new -The teacher shall share the -The teacher shall share
lesson highlights only of trivia to the the highlights only of trivia
students and relate it to the to the students and relate it
pictures involving the concept to the pictures involving the
of mathematical Induction. concept of mathematical
Induction.

128
Irosin Hilltop Church Irosin Hilltop Church

What do you think is the

What do you think is the message behind these
message behind these pictures?
pictures?

129
 *answer may vary depending *answer may vary
on the perception of the depending on the
learners but all shall be perception of the learners
accepted by the teacher. The but all shall be accepted by
expected answer will be first, the teacher. The expected
you need to be able to climb up answer will be first, you
to the first step. Second, if you need to be able to climb up
are on any step (n = k), you to the first step. Second, if
must be able to climb up to the you are on any step (n = k),
next step you must be able to climb
(n = k + 1). If you can do these up to the next step
two things, then you will be (n = k + 1). If you can do
able to climb up the infinite these two things, then you
staircase. will be able to climb up the
infinite staircase.
*The teacher shall share that if
they are able to climb the *The teacher shall share
staircase until the last step that if they are able to climb
they’ll see and enjoy the the staircase until the last
majestic view at the top of step they’ll see and enjoy
Irosin Hilltop Church. the majestic view at the top
of Irosin Hilltop Church.

B. Establishing a * The teacher shall introduce * The teacher shall

purpose for the that this is an illustration of introduce that this is an
lesson Mathematical Induction. illustration of Mathematical
Induction.
Preliminary questions:
*What is mathematical Preliminary questions:
Induction? *What is mathematical
Induction?
*What are the principles of
Mathematical Induction? *What are the principles of
Mathematical Induction?
*What are the three main
categories or mathematical *What are the three main
results which can be proven categories or mathematical
through Mathematical results which can be proven
Induction? through Mathematical
Induction?
(Answers shall be taken from
pages 97-98) (Answers shall be taken
from pages 97-98)
C. Presenting *We now consider some *We now consider some
examples/instances examples on the use of examples on the use of
of new lesson mathematical induction in mathematical induction in
proving summation identities. proving summation
identities.
* What are examples of
summation identities which can * What are examples of
be proven through summation identities which
mathematical induction? can be proven through
mathematical induction?

130
 *The answers are the *The answers are the
equations from examples equations from examples
2.3.1, 2.3.2, and 2.3.3, pages 2.3.1, 2.3.2, and 2.3.3,
98-101) pages 98-101)

D. Discussing new Class Discussion Class Discussion

concepts and *The teacher shall post a *The teacher shall post a
practicing new skill summarized copy of summarized copy of
#1 solutions, through the desired solutions, through the desired
means may be through a means may be through a
PowerPoint presentations, of PowerPoint presentations, of
examples 2.3.1, 2.3.2, and examples 2.3.1, 2.3.2, and
2.3.3, pages 98-101. 2.3.3, pages 98-101.

*The students may use their *The students may use their
modules during the modules during the
discussions to answer the discussions to answer the
following questions: following questions:

*Guide questions *Guide questions

a. What was done in part 1 to a. What was done in part 1 to

apply the first condition of apply the first condition of
mathematical induction in mathematical induction in
order to prove the particular order to prove the particular
summation identity? summation identity?

b. What was done in part 2 to b. What was done in part 2 to

apply the second condition of apply the second condition of
mathematical induction in mathematical induction in
order to prove the particular order to prove the particular
summation identity? summation identity?

c. Was it easy or difficult? If c. Was it easy or difficult? If

difficult, what makes it difficult, what makes it
difficult? What should be difficult? What should be
done? done?

(These guide questions shall (These guide questions shall

be utilized to facilitate the be utilized to facilitate the
discussions of each example, discussions of each example,
the teacher should ensure the teacher should ensure
that each part was that each part was
understood by the learners. understood by the learners.
The teacher should provide The teacher should provide
follow up questions/leading follow up questions/ leading
questions to the facilitate questions to the facilitate
easy discussion and easy discussion and
attainment of understanding attainment of understanding
of lesson /scaffolding can be of lesson/ explicit
employed) instruction can be
employed)

131
E. Discussing new
concepts and
practicing new skill #
2
F. Developing Dyad or Triad Activity- Group work/Seatwork
Mastery Seatwork  A group can be
composed of at most
Activity 1: Hit Your Target, six members
Reach Your Activity 1: Hit Your Target,
Dream! Reach Your
Dream!

-an activity wherein -an activity wherein

students are going to students are going to
arrange the domino tiles and arrange the domino tiles and
complete the solution by complete the solution by
supplying some steps to supplying some steps to
arrive at the correct arrive at the correct
sequence of domino tiles. sequence of domino tiles.
(see attached activity sheet) (see attached activity sheet)

-suggested domino tile -suggested domino tile

Space for the solution Space for the solution

Space for the number of Space for the number of

order of solution (say 1, 2, order of solution (say 1, 2,
3,…) 3,…)

Guide Questions: Guide Questions:

 Do you still have  Do you still have
difficulties? How will difficulties? How will
you overcome those? you overcome those?
G. Finding practical Fast Talk, Life Talk Fast Talk, Life Talk
application of Segment Segment
concepts and skills *A portion, inspired from Tito *A portion, inspired from Tito
in daily living Boy Abunda show, where Boy Abunda show, where
the students share their life the students share their life
experiences with relation to experiences with relation to
the topic. The teacher can the topic. The teacher can
group the students and let group the students and let
them share their experiences them share their experiences
and a representative can and a representative can
share it to the class. share it to the class.

*The teacher shall post the *The teacher shall post the
picture of domino as analogy picture of domino as analogy
of mathematical induction or of mathematical induction or
the domino tiles from the the domino tiles from the

132
 activity previously done can activity previously done can
be utilized. be utilized.
.
*Guide Questions: *Guide Questions:

a. What is your greatest a. What is your greatest

dream in life? dream in life?

b. What are the little things b. What are the little things
each day that you have to do each day that you have to do
or the steps to reach that or the steps to reach that
dream? dream?

c. If each tile of domino is a c. If each tile of domino is a

step towards your greatest step towards your greatest
dream or the end tile, how dream or the end tile, how
can you apply the concept of can you apply the concept of
mathematical induction to mathematical induction to
reach that dream? reach that dream?

(For questions a and b, (For questions a and b,

students answers may vary. students answers may vary.
However, for c the expected However, for c the expected
answer would be, each of answer would be, each of
the steps should be aligned the steps should be aligned
and accomplished properly and accomplished properly
just like the principles of just like the principles of
mathematical induction mathematical induction
before the succeeding ones before the succeeding ones
to reach the greatest dream to reach the greatest dream
and if one tile will not be and if one tile will not be
accomplished or will not fall accomplished or will not fall
the dream or end tile will not the dream or end tile will not
be reached.) be reached.)

H. Making How do we prove summation How do we prove summation

generalizations and identities through identities through
abstractions about mathematical induction? mathematical induction?
the lesson

I. Evaluating Activity 2: You Can Do It! Activity 2: You Can Do It!

Learning -see attached activity sheet. -see attached activity sheet.
J. Additional *Let the students answer the *Let the students answer the
activities for Supplemental Problems 2.3, Supplemental Problems 2.3,
application or those items only under those items only under
remediation summation identities. summation identities.

V. REMARKS

VI. REFLECTION

133
A. No. of learners
who earned 80% in
the evaluation

B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
D. No. of learners
who continue to
require remediation

E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I use/
discover which I
wish to share with
other teachers?

134
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES

A. Content The learners demonstrates Key concepts of series and mathematical

Standards induction and the Binomial Theorem.
B. Performance The learners Keenly observe and investigate patterns, and formulate
Standards appropriate mathematical statements and prove them using
mathematical induction and/or Binomial Theorem.
C. Learning The learners apply mathematical induction in proving identities:
Competencies/ STEM_PC11SMI-Ih-i-1 (B)
Objectives
1. Recall divisibility rules.
2. Apply mathematical induction in proving divisibility statements.
3. Cite the significance of understanding divisible (allowed) and not
divisible (not allowed) actions and things in daily life.
II. CONTENT Series and Mathematical Induction
III. LEARNING
RESOURCES
A. References

1. Teacher's Guide Pre-calculus Teacher’s Guide, pp. 105-107

Pages
2. Learner's Pre-calculus Learner's Material, pp.101-102
Material Pages
3. Textbook Pages

4. Additional
Materials from
Learning
Resources
B. Other Learning Modified Divisibility Drill Activity from Math-Drills.com
Resources
Divisibility Rule Poetry by Barry Schneiderman from
www.teacherspayteachers.com /pinterest.ph

Mathematical Induction by/ from mathgotserved.com or youtube.com

IV. PROCEDURES Advance Learners Average Learners
A. Reviewing Activity 1: Are You Divisible?
previous lesson or -the teacher shall group the students with at most six members and give
presenting the new the Modified Divisibility Drill Activity from Math-Drills.com to review
lesson divisibility rules. (see the attached activity sheet)

-the teacher shall recall divisibility rules using the poem Divisibility Rule
Poetry by Barry Schneiderman from www.teacherspayteachers.com
/pinterest.ph

135
B. Establishing a *The teacher shall present the objectives of the lesson.
purpose for the
lesson * The teacher shall introduce the following problems:

Example 2.3.4. Use mathematical induction to prove that, for every

positive integer n, 7n -1 is divisible by 6.

Example 2.3.5. Use mathematical induction to prove that, for every

nonnegative integer n, n3 - n +3 is divisible by 3.

*What is common with the two problems?

(The answer shall be both are problems about divisibility statements

which can be proven through mathematical induction.)
C. Presenting *We are now going to prove divisibility statements using mathematical
examples/instance induction.
s of new lesson
* The teacher shall inform the learners that those were examples of
divisibility statements which can be proven through mathematical
induction.

D. Discussing new Class Discussion

concepts and *The teacher shall post a summarized copy of solutions, through the
practicing new skill desired means may be through a PowerPoint presentations, of
#1 examples 2.3.4, and 2.3.5, pages 101-102.

*The students may use their modules during the discussions to answer
the following questions:

*Guide questions

a. What was done in part 1 to apply the first condition of mathematical

induction in order to prove the particular divisibility statement?

b. What was done in part 2 to apply the second condition of mathematical

induction in order to prove the particular divisibility statement?

c. Was it easy or difficult? If difficult what makes it difficult? What should

be done?

(These guide questions shall be utilized to facilitate the discussions of

each example, the teacher should ensure that each part was understood
by the learners. The teacher should provide follow up
questions/leading questions to the facilitate easy discussion and
attainment of understanding of lesson /scaffolding can be employed)

E. Discussing new
concepts and
practicing new skill
#2

136
F. Developing Dyad or Triad Activity Groupwork
Mastery -Seatwork -Seatwork

Activity 2: You Are A  A group can be

Mighty Man! composed of at most six
members
Guide Questions:
 How did you come up with your Activity 2: Let’s Break
answers? Problems Together!
 Do you still have difficulties?
How will you overcome those? Guide Questions:
 How did you come up
with your answers?
 Do you still have
difficulties? How will
you overcome those?
G. Finding practical Fast Talk, Life Talk Segment
application of *A portion, inspired from Tito Boy Abunda show, where the students
concepts and skills share their life experiences with relation to the topic. The teacher can
in daily living group the students and let them share their experiences and a
representative can share it to the class. It should be done in fast mode.

*The teacher shall ask the learners of the words that they can relate to
the root word divisible through a spider web (placed in a board by the
teacher) and relate that to the things or actions they are allowed to do
(divisible) and not allowed to do (not divisible) in a given condition.

*Guide Questions:

a. Are there instances in your life wherein you’re allowed and not allowed
to do the thing or action you want to do by your parents or teachers?
Share it!

b. What is meant by the root word divisible and the word not divisible?

c. What is the importance in one’s life of the understanding that there

are allowed (divisible) things or actions and not allowed (not divisible)
things or actions?

-the teacher can rephrase the questions or explain it well before asking
for the answer from the students.
H. Making How do we prove divisibility statements through mathematical
generalizations induction?
and abstractions
about the lesson
I. Evaluating Activity 2.2: You Can Do It Part 2!
Learning
J. Additional *Let the students answer the Supplemental Problems 2.3, those items
activities for only under divisibility statements.
application or
remediation
V. REMARKS
VI. REFLECTION

137
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the remedial
lesson work? No.
of learners who
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I use/
discover which I
wish to share with
other teachers?

138
SCHOOL LEARNING
Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES

A. Content Standards The learners demonstrate Key concepts of series and mathematical
induction and the Binomial Theorem.
B. Performance The learners shall be able to Keenly observe and investigate
Standards patterns, and formulate appropriate mathematical statements and
prove them using mathematical induction and/or Binomial Theorem.
C. Learning The learners apply mathematical induction in proving identities:
Competencies/ STEM_PC11SMI-Ih-i-1 (C)
Objectives
1. Recall the principles of mathematical induction.
2. Apply mathematical induction in proving inequalities.
3. Cite how to cope with the inequalities in real life situations.
II. CONTENT Series and Mathematical Induction
III. LEARNING
RESOURCES
A. References

1. Teacher's Guide Pre-calculus Teacher’s Guide, pp. 107-110

Pages
2. Learner's Material Pre-calculus Learner's Material, pp. 102-104
Pages
3. Textbook Pages

4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous Prove It If You Can! Prove It If You Can!
lesson or presenting
the new lesson -Prove that the sum of areas of -Prove that the sum of areas of
the shaded regions are equal to the shaded regions are equal to
the area of the unshaded region the area of the unshaded
(give a clue if the students find it region (give a clue if the
hard to solve the problem like students find it hard to solve the
saying you can use a segment) problem like saying you can
use a segment)

Figure 1 Figure 1
…

139
 Answer: Answer:
aaaa
6 4
6 4
A 4
A
6 4
B 6
B
-Based on the figure we can make
two rectangles (A and B). These Based on the figure we can
rectangles are divided into two make two rectangles (A and B).
equal parts by a segment. Based These rectangles are divided
on the axiom that if equals be into two equal parts by a
added to equals, the wholes are segment. Based on the axiom
equal. Say the area of the shaded that if equals be added to
region A is 6 therefore the equals, the wholes are equal.
unshaded is also 6. In region B, if Say the area of the shaded
the area of shaded region is 4 region A is 6 therefore the
then the unshaded will be 4. By unshaded is also 6. In region B,
addition, the area of the shaded if the area of shaded region is 4
regions is 6+4, then area of the then the unshaded will be 4. By
unshaded is 6+4. addition, the area of the shaded
regions is 6+4, then area of the
*Recall unshaded is 6+4.

-Recall the principles of *Recall

mathematical induction.
-Recall the principles of
What are the principles of mathematical induction.
mathematical induction?
What are the principles of
mathematical induction?
B. Establishing a * The teacher shall introduce the * The teacher shall introduce
purpose for the lesson following problems: the following problems:

Example 2.3.6. Use mathematical Example 2.3.6. Use

induction to prove that 2n > 2n for mathematical induction to
every integer n≥3. prove that 2n > 2n for every
integer n≥3.
Example 2.3.7. Use mathematical
induction to prove that 3n < (n+2)! Example 2.3.7. Use
for every positive integer n. Can mathematical induction to
you refine or improve the result? prove that 3n < (n+2)! for every
positive integer n. Can you
*What is difference of the two refine or improve the result?
problems with the problems from
summation identities and *What is difference of the two
divisibility statements? problems with the problems
from summation identities and
(The answer shall be the two divisibility statements?
problems had inequality signs.)
(The answer shall be the two
problems had inequality signs.)

140
C. Presenting *Finally, we now apply the *Finally, we now apply the
examples/instances of Principle of Mathematical Principle of Mathematical
new lesson Induction in proving some Induction in proving some
inequalities involving integers. inequalities involving integers.

* The teacher shall inform the * The teacher shall inform the
learners that those were learners that those were
examples of inequalities which examples of inequalities which
can be proven through can be proven through
mathematical induction. mathematical induction.

D. Discussing new Class Discussion Activity 1 Class Discussion Activity 1

concepts and practicing *The teacher shall post a *The teacher shall post a
new skill #1 summarized copy of solutions, summarized copy of solutions,
through the desired means may through the desired means may
be through a PowerPoint be through a PowerPoint
presentations, of examples 2.3.6, presentations, of examples
and 2.3.7, pages 102-104. 2.3.6, and 2.3.7, pages 102-
104.
*The students may use their
modules during the discussions to *The students may use their
answer the following questions: modules during the discussions
to answer the following
*Guide questions: questions:

a. What was done in part 1 to *Guide questions:

apply the first condition of
mathematical induction in order to a. What was done in part 1 to
prove the particular inequality? apply the first condition of
mathematical induction in order
b. What was done in part 2 to to prove the particular
apply the second condition of inequality?
mathematical induction in order to
prove the particular inequality? b. What was done in part 2 to
apply the second condition of
c. Was it easy or difficult? If mathematical induction in order
difficult what makes it difficult? to prove the particular
What should be done? inequality?

(These guide questions shall be c. Was it easy or difficult? If

utilized to facilitate the difficult what makes it difficult?
discussions of each example, the What should be done?
teacher should ensure that each
part was understood by the (These guide questions shall
learners.) be utilized to facilitate the
discussions of each example,
the teacher should ensure that
each part was understood by
the learners.)

E. Discussing new
concepts and practicing
new skill # 2

141
F. Developing Mastery Individual Activity - Seatwork Think-Pair-Share - Seatwork

Activity 2.3: You Are A Mighty Activity 2.3: Let’s Break

Man! Problems Together!

Guide Questions: Guide Questions:

 How did you find the  How did you find the
activity? activity?
 How did you come up with  How did you come up
your answers? with your answers?
 Do you still have  Do you still have
difficulties? How will you difficulties? How will
overcome those? you overcome those?

G. Finding practical Fast Talk, Life Talk Segment Fast Talk, Life Talk Segment
application of concepts *A portion where the students *A portion where the students
and skills in daily living share their life experiences with share their life experiences with
relation to the topic. The teacher relation to the topic. The
can group the students and let teacher can group the students
them share their experiences and and let them share their
a representative can share it to experiences and a
the class. representative can share it to
the class.
*The teacher shall ask the
learners of whether they have *The teacher shall ask the
experienced inequality or felt that learners of whether they have
life is unfair. experienced inequality or felt
that life is unfair.
*Guide Questions:
*Guide Questions:
a. Are there instances in your life
wherein you experience a. Are there instances in your
inequality in life? Share it! life wherein you experience
inequality in life? Share it!
b. What do you think is the best
way to do when we are in a b. What do you think is the best
situation that we experience that way to do when we are in a
life is unfair? situation that we experience
that life is unfair?
c. What is the importance in one’s
life of understanding that life is not c. What is the importance in
perfect? one’s life of understanding that
life is not perfect?

H. Making How do we prove inequalities How do we prove inequalities

generalizations and through mathematical induction? through mathematical
abstractions about the induction?
lesson
I. Evaluating Learning Activity 2.3: You Can Do It! Activity 2.3: You Can Do It!

142
J. Additional activities *Let the students answer the *Let the students answer the
for application or Supplemental Problems 2.3, Supplemental Problems 2.3,
remediation those items only under those items only under
inequalities. inequalities.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught up
with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

143
 LEARNING Pre-Calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key concepts of
Standards series and mathematical induction and the Binomial Theorem
The learners shall be able to keenly observe and investigate
B. Performance patterns, and formulate appropriate mathematical statements
Standards and prove them using mathematical induction and/or binomial
Theorem
The learners illustrate Pascal’s Triangle in the expansion of
(𝑥 + 𝑦)𝑛 for small positive integral values of n
C. Learning STEM_PC11SMI-Ii-2
Competencies
/Objectives 1. Illustrate Pascal’s Triangle
2. Solve problems that involves Pascal’s Triangle
3. Appreciate the use of Pascal’s Triangle in real-life situation

II. CONTENT Pascal’s Triangle

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pre-Calculus Teacher’s Guide pages 109 – 111
pages
2. Learner’s Materials
Pre Calculus Learner’s Material pages 109 – 110
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES Advance Learners Average Learners
A. Reviewing Arrange the jumbled letters: Arrange the jumbled letters:
previous ACLAPS ANGELRIT ACLAPS triangle
lesson or
presenting the
new lesson
Let the students find the Ask the students to complete
expanded expression of (𝑎 + the pattern:
𝑏)2 , (𝑎 + 𝑏)3 and(𝑎 + 𝑏)4 . 1 1
B. Establishing a
1 2 1
purpose for
Ask the students on how they 1 3 __ 1
the lesson
arrived to the correct answer. 1 __ __ 4 1

C. Presenting We now list down the Ask the students what pattern
examples/ coefficients of each expansion was used in getting the correct
instances of in a triangular array as follows: answer.
the lesson

144
 ( a + b)n Tell the students that this array
n=1 1 1 represents a Pascal’s Triangle.
n=2 1 2 1 The
n=3 1 3 3 1 Pascal’s Triangle is used in
n=4 1 4 6 4 1 expanding (a+b)n, where n
n=5 1 5 10 10 5 1 represents the number of rows.
n=1 1 1
n=2 1 2 1
n=3 1 3 3 1
n=4 1 4 6 4 1

How about if n = 5, what will

be our array?
Answer:
n=1 1 1
n=2 1 2 1
n=3 1 3 3 1
n=4 1 4 6 4 1
n=5 1 5 10 10 5 1
Base from the triangular array, Discuss the properties of
let the students identify the Pascal’s Triangle
properties of Pascal’s Triangle.
Pascal’s Triangle (Properties):
Pascal’s Triangle (Properties): 1. Each row begins and
1. Each row begins and ends with 1.
ends with 1. 2. Each row has n+1
2. Each row has n+1 numbers.
numbers. 3. The second and second
3. The second and second to the last number of
to the last number of each row correspond to
each row correspond to the row number.
the row number. 4. There is symmetry of the
4. There is symmetry of numbers in each row.
D. Discussing new the numbers in each 5. The number of entries in
concepts row. a row is one more than
and practicing 5. The number of entries in the row number (or one
new skills #1 a row is one more than more than the number of
the row number (or one entries in the preceding
more than the number of row).
entries in the preceding 6. Every middle number
row). after first row is the sum
6. Every middle number of the two numbers
after first row is the sum above it.
of the two numbers
above it. Ask the students to expand
(𝑥 + 𝑦)4 using Pascal’s
Ask the students to expand Triangle.
(𝑥 + 𝑦)4 using Pascal’s
Triangle. Answer: (𝑥 + 𝑦)4 = 𝑥 4 +
4𝑥 3 𝑦 + 6𝑥 2 𝑦 2 + 4𝑥𝑦 3 + 𝑦 4
4 4
Answer: (𝑥 + 𝑦) = 𝑥 +
4𝑥 3 𝑦 + 6𝑥 2 𝑦 2 + 4𝑥𝑦 3 + 𝑦 4

145
 Problem 1: Use Pascal’s Problem 1: Use Pascal’s
Triangle to expand the Triangle to expand the
5 5
expression (2𝑥 − 3𝑦) . expression (𝑥 − 2𝑦) .

Solution: We use the Solution: We use the

coefficients in the fifth row of coefficients in the fifth row of
the Pascal’s Triangle. the Pascal’s Triangle.

(2𝑥 − 3𝑦)5 = (2𝑥)5 + (𝑥 − 2𝑦)5 = (𝑥)5 + 5(𝑥)4 (−2𝑦)

5(2𝑥)4 (−3𝑦) +10(𝑥)3 (−2𝑦)2 +
+10(2𝑥)3 (−3𝑦)2 + 10(𝑥)2 (−2𝑦)3
10(2𝑥)2 (−3𝑦)3 +5(𝑥)(−2𝑦)4 + (−2𝑦)5
+5(2𝑥)(−3𝑦)4 + (−3𝑦)5 = 𝑥 5 − 10𝑥 4 𝑦 +
= 32𝑥 5 − 240𝑥 4 𝑦 + 40𝑥 𝑦3 2

720𝑥 3 𝑦 2 −80𝑥 2 𝑦 3 + 80𝑥𝑦 4 − 32𝑦 5

−1080𝑥 2 𝑦 3 + 810𝑥𝑦 4 − Problem 2: Use Pascal’s
243𝑦 5 Triangle to expand (𝑎 + 𝑏)7
Solution: We start with the fifth
Problem 2: Use Pascal’s row (or any row of the Pascal’s
Triangle to expand (𝑎 + 𝑏)8 Triangle we remember).
E. Discussing new Solution: We start with the fifth n = 5 1 5 10 10
concepts row (or any row of the Pascal’s 5 1
and practicing Triangle we remember). n=6 1 6 15 20 15
new skills #2 n=5 1 5 10 10 5 6 1
1 n=7 1 7 21 35 35
n=6 1 6 15 20 15 21 7 1
6 1
n=7 1 7 21 35 35 21 We get:
71 (𝑎 + 𝑏)7 = 𝑎7 + 7𝑎6 𝑏
n=8 1 8 28 56 70 56 + 21𝑎5 𝑏 2
28 8 1 +35𝑎 𝑏 + 35𝑎3 𝑏 4 +
4 3

21𝑎 𝑏 5
2
We get: +7𝑎𝑏 6 + 𝑏 7
8 8 7
(𝑎 + 𝑏) = 𝑎 + 8𝑎 𝑏
+ 28𝑎6 𝑏 2 Important hint: As we observe
+56𝑎 𝑏 + 70𝑎4 𝑏 4 +
5 3
the exponent of the first term in
56𝑎3 𝑏 5 binomial is in decreasing order
+28𝑎2 𝑏 6 + 8𝑎𝑏 7 + 𝑏 8 after the expansion while the
exponent of the second is in
Important hint: As we observe increasing order.
the exponent of the first term in
binomial is in decreasing order
after the expansion while the
exponent of the second is in
increasing order.
Use Pascal’s Triangle to Use Pascal’s Triangle to
F. Developing
expand each expression. expand each expression.
Mastery (Leads to
1. (𝑥 − 3𝑦)4 1. (𝑥 − 2𝑦)4
formative
2. (2𝑎 − 𝑏 2 )3 2. (2𝑎 + 𝑏 2 )3
Assessment 3) 9
3. (𝑥 + 𝑦) 3. (𝑥 + 𝑦)8

146
 Solve the problem:
Boxes were arranged according to their weights. If the boxes
were arranged using Pascals’ s triangle, What will be the total
weight of the blue boxes?

1kg

1kg 1kg

F. Finding practical
applications of 1kg 2kg 1kg
concepts and
skills in daily living
1kg 3kg 3kg 1kg

1kg 1kg

Follow up question:
1. What do you think will happen if the weight of the blue boxes
is less than 14?greater than 14?
Is it important that the base or the lower part of the pile is heavier
than the upper part?
Ask the students some question that will lead them to generalize
H. . Making the topic.
generalizations
abstractions 1. What is a Pascal’s Triangle?
about the lesson 2. What are the properties of Pascal’s Triangle?

A. Illustrate Pascal’s Triangle A. Illustrate Pascal’s Triangle

I. Evaluating using n = 10. using n = 8.
Learning B. Use Pascal’s Triangle to B. Use Pascal’s Triangle to
expand each expression. expand each expression.
1. (𝑥 − 4𝑦)4 1. (𝑥 − 3𝑦)4
2. (5𝑎 + 𝑏 3 )3 2. (2𝑎 − 𝑏 2 )3
J. Additional What is the sum of the What is the sum of the tenth
activities for eleventh row of the row of the Pascal’s Triangle?
application or Pascal’s Triangle?
remediation

V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% in
the evaluation

147
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why do this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teacher?

148
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. CONTENT The learners demonstrate understanding of the key concepts
STANDARD of series and Mathematical induction and Binomial Theorem

B. PERFORMANC The learners is able to keenly observe and investigate patterns,

E STANDARD and formulate appropriate Mathematical statements and prove
them using Mathematical Induction and or Binomial Theorem.

C. LEARNING The learners prove the Binomial Theorem (STEM_PC11SMI-Il-

COMPETENCY/ 3)
OBJECTIVES
1. Enumerate the steps in proving Binomial Theorem using
Pascal’s Identity;
2. Prove Binomial Theorem using Mathematical Induction;
3. Cite attitudes shown during group activity that are
needed in proving the Binomial Theorem
II. CONTENT Proving the Binomial Theorem

III. LEARNING RESOURCES

A. REFERENCES:
1. Teacher’s Guide Pre-Calculus pp. 112-115
2. Learner’s Pre-Calculus pp. 113-116
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES
A. Reviewing The teacher will ask the following guide questions:
previous lesson or
presenting the new 1. What is the mathematical principle or method that can be
lesson used to expand a Binomial with a positive degree n?
(Pascal’s Triangle)

2. If the value of the degree n is very high, is it practical to use

the Pascal’s Triangle? (No, because it is laborious to do)

3. What another Mathematical concept can be applied?

(Pascal’s Identity and Binomial Theorem)

149
B. Establishing a ADVANCED LEARNERS AVERAGE LEARNERS
purpose for the
lesson The teacher will introduce that The teacher will introduce the
the concept of Pascal’s Identity concept of Pascal’s Identity
follows from the combination wherein the result follows from
formula as a proof. the combination formula as a
proof.
Pascal’s Identity:
n+1 = n + n Pascal’s Identity:
k k k-1 n+1 = n + n
k k k-1
- The teacher will ask the
students to show their proof of - The teacher presents to the
the Pascal’s Identity and let class the proof of Pascal’s
them identify the step by step Identity, which follows from the
process in proving. combination formula. (Refer to
page 113 of Pre-calculus
- Let them answer the question, Teacher’s Guide)
“How was the concept of the
combination formula applied as The students will be asked to
a proof of Pascal’s Identity? observe the proof on the
Pascal’s Identity and let them
- Emphasize to the class that identify what was done or the
Pascal’s Identity explains the step-by-step process in
method of constructing proving.
Pascal’s Triangle.
- Let them answer the question,
“How was the concept of the
combination formula applied as
a proof of Pascal’s Identity?

- Emphasize to the class that

Pascal’s Identity explains the
method of constructing
Pascal’s Triangle.
C. Presenting
examples/ ADVANCED LEARNERS AVERAGE LEARNERS
instances of the Discussion: Discussion:
new lesson
a. Introduce the Binomial a. Introduce the Binomial
Theorem Theorem.
- Emphasize to the class that
b. Let the students find a proof Pascal’s Identity is also an
of the Binomial Theorem for essential part of the proof of the
any positive integer n using Binomial Theorem
Mathematical Induction.
b. The teacher explains the
c. Ask them the following concept of Binomial Theorem
questions: for any positive integer n
1. How is Pascal’s Identity using Mathematical Induction
connected to the second proof as a proof. (Refer to pages
of the Binomial theorem using 114-115 of the Teacher’s
Mathematical Induction? Guide)

150
 2. How did the Principle of
Mathematical Induction apply
in proving the Binomial
Theorem? c. Ask the following questions:
1. How is Pascal’s Identity
connected to the second
proof of the Binomial theorem
using Mathematical
Induction?
2. How did the Principle of
Mathematical Induction
apply in proving the Binomial
Theorem?

D. Discussing new Debate: Divide the class into two groups. The first group is in
concepts and favor of the Pascal’s Triangle as a way to use in the Binomial
practicing new expansion, while the other group is in favor with the use of the
skills Binomial Theorem. The main objective of the group is to prove
that the assigned method to them is the most practical method to
use in the Binomial Expansion. Give time limit and the Rubrics
below.

Grade Descriptor
95 The group clearly defended their insights
based on facts and with high confidence. All
the members participated.
90 The group clearly defended their insights
based on facts and with moderate
confidence. All the members participated.
85 The group defended their insights without
proper basis but with high confidence. Most
of the members participated.
80 The group defended their insights without
proper basis but with moderate confidence.
50% of the members participated.
75 The group defended their insights without
proper basis and with less confidence. A few
members participated.
65 The group undefended their insights.

Note that the teacher will:

a. give his/her judgments about the debate
b. clarify that, in some cases, we can both use Binomial
Theorem and Pascal’s Triangle to compute for Binomial
Expansion with the degree n, where n has high positive
value?

151
E. Developing Advanced Learners Average Learners
Mastery
Asks the students to give their Asks the students to give their
realization about the previous realization about the previous
activity on debate by writing a activity on debate by making
short essay. Tell them to “hugot line”. Tell them to
emphasize how the Binomial emphasize how the Binomial
Theorem is important in the Theorem is important in the
Binomial Expansion. Give 5 Binomial Expansion. At least
minutes for them to finish the 3-5 volunteers to present their
given task. “hugot line”.

F. Finding Practical The students will cite attitudes Asks the students to cite
Applications of needed in proving the Binomial attitudes needed in proving
Concepts and Theorem based on the the Binomial Theorem based
Skills in Daily previous group activity. Write it on the previous group
Living on the Triangular Hierarchy activity. Asks volunteers to
Needed Attitude in Proving, share their point of views.
from the bottom is the less
needed while on the top is the
most needed attitude.
Sample Hierarchy

factual

unbiased

polite

patience

Let the students explain their

point of views about their
chosen hierarchy of attitudes
needed in proving the Binomial
Theorem.
G. Making Using a paper cabbage, a music will be played to determine
generalizations the students who will share their learning in class. When the
and abstractions music starts the paper-cabbage will be passed around and when
about the lesson it stops a student who is holding the cabbage will get a portion
and the one who will get a paper with a written word of “Yes I
knew it” will be the one to complete the following sentences:
1. I have learned that we need two concepts such as Pascal’s
Identity and Mathematical Induction in proving the Binomial
Theorem.
2. In proving the Binomial Theorem the attitudes needed are
___________,______________,____________,__________.

H. Evaluating A. Enumerate the steps in proving Binomial Theorem using

Learning Pascal’s Identity. (5 pts.)
B. How can you prove the Binomial Theorem using
Mathematical Induction?

152
 C. What were the attitudes, shown during your group activity,
that are needed in proving the Binomial Theorem?
I. Additional Use the Binomial Theorem to prove that:
Activity for 1.
application or
remediation

2.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. Number of
learners who
require additional
activities for
remediation.
C. Did the
remediation
lessons work?
Number of
learners who have
caught up with the
lesson.
D. Number of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?

153
SCHOOL LEARNING AREA/
SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard: The learners demonstrate an understanding of key
concepts of series and mathematical induction and
the Binomial Theorem.
B. Performance The learners shall be able to keenly observe and
Standard: investigate patterns, and formulate appropriate
mathematical statements and prove them using
mathematical induction and/or Binomial Theorem.
C. Learning The learners determine any term of (𝑥 + 𝑦)𝑛 , where
Competency/ 𝑛 is a positive integer, without expanding
Objectives (STEM_PC11SMI-Ij-1)

a. Determine any term of (𝑥 + 𝑦)𝑛 , where 𝑛 is a

positive integer, without expanding.
b. Compute all or specified terms of a binomial
expansion
c. Cooperate with their groupmates and share
learning insights in finding any term of
(𝑥 + 𝑦)𝑛 , where n is a positive integer
I. CONTENT TERMS OF A BINOMIAL EXPANSION
II. LEARNING RESSOURCES
A. References
1. Teacher’s Guide 115-117
Pages
2. Learner’s 114-116
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
5. Other Learning
Resources Bacani, Jerico B.,et al. (2016) Pre-calculus
Teacher’s Guide, pp. 115-117, 120,
Bacani, Jerico B.,et al. (2016) Pre-calculus Learner’s
Material, pp. 114-116,

III. PROCEDURE ADVANCED LEARNERS AVERAGE

LEARNERS
A. Reviewing Previous REVIEW
Lesson or
Presenting the New Ask the students to find the fifth term in the expansion
Lesson of (𝑥 + 𝑦)7 by using the Pascal’s Triangle.

154
 Solution: 1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5
1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1

𝑥 7 + 7𝑥 6 𝑦 + 21𝑥 5 𝑦 2 + 35𝑥 4 𝑦 3 + 35𝑥 3 𝑦 4 + 21𝑥 2 𝑦 5 + 7𝑥𝑦 6 + 𝑦 7

Answer: 35𝑥 3 𝑦 4
Emphasize that this solution is through expanding the
binomial and may be laborious since the binomial
was expanded.

B. Establishing a Introduce the objectives of the lesson.

Purpose for the Ask the students if they can solve for the specified
Lesson term of the following expressions in an instant or with
ease:

Expression Yes No
1. Second term in the expansion of
(2𝑥 + 𝑦)2
2. Third term in the expansion of
(2𝑥 + 𝑦)3
3. Fourth term in the expansion of
(2𝑥 + 𝑦)5
4. Tenth term in the expansion of
(2𝑥 + 𝑦)15
5. Twentieth term in the expansion of
(2𝑥 + 𝑦)30
Ask how they will be able to do it if they answered
yes. (Probably, students’ responses would vary. Just
look at the majority of their answers.)
Possible Answers:
In #1 and in #2, students would answer yes since
special products can be applied to get even mentally
the expanded form of the expressions. In #3, students
may also say yes since the Pascal’s Triangle is
convenient to use here. But in #4 and #5, students
may say no since the exponents of the binomial are
considered large.
At this point, state the importance and use of Binomial
Theorem.
(Based on the previous discussion, the Binomial
Theorem enables us to eliminate laborious solution in
computing for specific terms in a Binomial
Expansion.)

155
C. Presenting The teacher will discuss the concept of Binomial
Examples/Instances Theorem which generally states that
of the Lesson
𝑛
𝑛
(𝑎 + 𝑏)𝑛 = ∑ ( ) 𝑎𝑛−𝑖 𝑏 𝑖
𝑖
𝑖=0
𝑛
and the kth term of the expansion is (𝑘−1)𝑎𝑛−𝑘+1 𝑏 𝑘−1 .
If 𝑛 is even, there is a middle term, which is
𝑛
( + 1) 𝑡ℎ 𝑡𝑒𝑟𝑚. If 𝑛 is odd, there are two middle
2
𝑛+1 𝑛+1
terms, the ( ) and ( + 1)th terms.
2 2
The general term is often represented by(𝑛𝑘)𝑎𝑛−𝑘 𝑏 𝑘 .

D. Discussing New Discuss the different examples given in the Learner’s

Concept and Material found on pages 114-116.
Practicing New 1. Find the tenth term in the expansion of
Skills # 1 (2𝑥 + 𝑦)15
2. Find the twentieth term in the expansion of
(2𝑥 + 𝑦)30
3. Find the fifth term in the expansion of
20
(2𝑥 − √𝑦)
4. Find the term involving x (with exponent 1) in
2𝑦 8
the expansion of (𝑥 2 − )
𝑥

For no. 1, the answer is 2562560𝑥 9 𝑦 9

For no. 2, the answer is 111876710400𝑥 11 𝑦 19
For no. 3, the answer is 317,521, 920𝑥 16 𝑦 2
For no. 4, please see the TG for the complete
solution.
E. Discussing New Performing the Activities
Concepts and To practice the new skills taught, group the class into
Practicing New three groups. Then give them the following activity:
Skills # 2
Advanced Group Average
Group
Group 1 For
Determine the order of the term in the average
expanded form of the binomial group, the
expansions given. students
1. (2𝑥 + 3𝑦)10 . will be
Term: 2449440𝑥 4 𝑦 6 given the
6 same
2. (√𝑥 + √𝑦)
problem
Term: 20𝑥𝑦 √𝑥𝑦 only that
Guide Questions: the answer
1. Were you able to find the is already
correct answer? given.
2. Were you able to use the They will
Binomial Theorem in your only be
solution? Why or why not? required to
3. Is there a simpler way to show their
identify what term in the solution.
binomial expansion is the

156
 given term? (In case of the
first problem, you just need to
add 1 to the exponent 6 of y.
That means, the given term is
the 7th term. You can check
this by using the Binomial
Theorem. In the second
problem, you can rewrite
3 3
𝑥𝑦√𝑥𝑦 as (√𝑥) (√𝑦) . With
this, you can easily state that
it is the 4th term by adding 1
to the exponent 3 of (√𝑦).
You can check this using the
Binomial Theorem.)
Group 2
Ask the students to find the specified
term in the binomial expansion of the
following:
1. 7th term of (2𝑥 + 3𝑦)10
6
2. 4th term of (√𝑥 + √𝑦)
Guide Questions:
1. Were you able to find the
correct answer? Why or why
not?
2. Were you able to use the
Binomial Theorem in finding
the correct answer? Why or
why not?
3. What tips can you share for
others to perform the activity
properly?
Group 3
Match the given description in
Column A with the expression in
Column B.

Column A Column B
1. 7th Term A. 20𝑥 2 𝑦 2
in the B. 2,449,440𝑥 4 𝑦 6
Binomial C. 2,500,440𝑥 4 𝑦 6
expansion of D. 20𝑥𝑦√𝑥𝑦
(2𝑥 + 3𝑦)10
2. Fourth
Term in
the
Binomial
Expansion
of (√𝑥 +
6
√𝑦)

157
 1. Were you able to match the
items correctly? Why or why
not?
2. Were you able to use the
Binomial Theorem in getting
the correct answer? Why or
why not?
3. What technique can you
share in order to get the
correct answer?

The groups will be graded using the following rubric:

No. of Descriptor
Point/s
5 The group showed a clear, correct
and complete solution.
4 The group showed a clear and
complete solution but has a single
error.
3 The group showed a clear and
complete solution but has 2-3 errors.
2 The group showed a clear but
incomplete solution and has 4 or
more errors.
1 The group showed incorrect
solutions.
0 No answer.
F. Developing
Mastery (Leads to Advanced Group Average Group
Formative Give the following Give the following
Assessment) exercises as a seatwork exercises as a
as found on page 117 of seatwork.
the TG. 1. Find the middle
1. Find the two term in the
middle terms in expansion
the expansion of (𝑥 2 − 𝑦)8 .
1
2 11
(𝑥 3 + ) Answer: 70𝑥 8 𝑦 4
𝑦
2. Find the 2. Find the 8th term
constant term in in the expansion
the expansion of (𝑥 + 𝑦 3 )10
10
𝑥3 3 Answer: 120𝑥 3 𝑦 21
( + 2)
2 𝑥
After the given time, the
teacher will check and
process student’s
answers.

G. Finding Practical Nomar, a grade 11 student of Mayon National High

Application of School was solving a problem given by his teacher.

158
 Concepts and He was tasked to find the fifth term in the binomial
Skills in Daily expansion (2𝑥 − 5)12 . His solution is shown below.
Living Solution:
=(12
5
)(2𝑥)12−5 (−5)5
12!
=(12−5)!5! (2𝑥)7 (−3125)
=792(27 𝑥 7 )(−3125)
=(−2,475,000)(128)(𝑥 7 )
=−316,800,000𝑥 7
But when he showed his answer to his teacher, the
teacher told him that his answer has an error. What
do you think was the problem with his solution?
Possible Answer: Nomar solved for the Combination
of 12 objects taken 5 at a time where it should be
taken 4 at a time only. Also the exponent of 2x must
be 12 – 4 not 12 – 5 and the exponent of -5 should be
4 not 5.
H. Making Guide Questions:
Generalization How do we use the concept of binomial theorem in
and Abstraction finding the kth term of binomial expression without
about the Lesson expanding?
I. Evaluating Determine the term required for each item below.
Learning 1. 6𝑡ℎ 𝑡𝑒𝑟𝑚 𝑜𝑓 (𝑥 + 2𝑦)7
Answer: 672𝑥 2 𝑦 5
2. 5𝑡ℎ 𝑡𝑒𝑟𝑚 𝑜𝑓 (3𝑥 + 5)10
Answer: 95 681 250 𝑥 6
3. 𝑇ℎ𝑒 𝑚𝑖𝑑𝑑𝑙𝑒 𝑡𝑒𝑟𝑚 𝑜𝑓 (4𝑥 + 𝑦)8
Answer: 17 920𝑥 4 𝑦 4
4. 11𝑡ℎ 𝑡𝑒𝑟𝑚 𝑜𝑓 (3𝑥 − 2𝑦)12
Answer: 608 256𝑥 2 𝑦 10
5. 𝑇ℎ𝑒 𝑡𝑒𝑟𝑚 𝑤𝑖𝑡ℎ 𝑥𝑦 7 𝑖𝑛 𝑡ℎ𝑒 𝑒𝑥𝑝𝑎𝑛𝑠𝑖𝑜𝑛 𝑜𝑓 (5𝑥 +
2𝑦)8
Answer: 5 120𝑥𝑦 7
J. Additional Let the students solve the following:
Activities for Without expanding completely, compute the indicated
Application or term(s) in the expansion of the given expression.
Remediation 1 15
a. (𝑥 3 + ) , 𝑓𝑖𝑟𝑠𝑡 3 𝑡𝑒𝑟𝑚𝑠
2𝑥
b. (4 − 3𝑥)6 , 𝑙𝑎𝑠𝑡 3 𝑡𝑒𝑟𝑚𝑠
3 12
c. (𝑥 + ) 9𝑡ℎ 𝑡𝑒𝑟𝑚.
2
See page 120 of the Teacher’s Guide for the Keys.
IV. REMARKS
V. REFLECTION
VI. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation

159
C. Did remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?

160
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key
Standard concepts of series and mathematical induction and the
Binomial theorem
B. Performance The learners shall be able to keenly observe and
Standard investigate patterns, and formulate appropriate
mathematical statements and prove them using
mathematical induction and/or Binomial theorem
C. Learning The learners solve problems using mathematical induction
Competencies/ and the Binomial Theorem STEM_PC11SMI-Ij-2:
Objectives
II. CONTENT Solving problems using Mathematical induction
III. LEARNING
RESOURCES
A. References
1. Teacher’s 96 - 108
Guide pages
2. Learner’s
Materials
pages
3. Textbook Precalculus, 2008 by Ratti and McWaters
pages Schaum’s outline, precalculus, Fred Safier, M.S., 2 nd
Edition
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Slideshare.net/mobile/edelyncagas/mathematical-
Resources induction-26430673

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing Recall the Principles of Mathematical Induction and its

previous steps in proving the theories and formula.
lessons or
presenting the Use the activity below to recall the steps.
new lesson. Activity 1: Adding up Odd Numbers.
Use mathematical induction to prove that
1 + 3 + 5 + … + (2n – 1) = n2

Note: The teacher with the class will discuss the solution
for the given problem.

B. Establishing a You were able to recall on how to prove a given formula or

Purpose for the theorem using the Principles of mathematical induction.
Lesson In today’s lesson, we will solve problems involving
mathematical induction

161
C. Presenting Problem 1: Prove that the number of handshakes Sn of the
Examples/ 𝑛2 −𝑛
n people is .
Instances of the 2
Lesson
Solution:
Since 2 is the smallest number of people who can shake
hands, we need to prove this for every positive integer n>2.
Step 1: Show that the statement is true for n=2.
22 − 2 4 − 2 2
= = =1
2 2 2
Step 2: Show that Sk implies Sk+1

K people handshakes:
𝑘2 − 𝑘
𝑠𝑘 =
2
K + 1 people shake handshakes:
(𝑘 + 1)2 − (𝑘 + 1)
𝑠𝑘+1 =
2

If one more person joins the k people, this (k+1) person will
shake hands with the previous k people one time each.
Thus, there will be k additional handshakes. Thus, the
number of handshakes for k+1 people is as follows.
𝑘2 − 𝑘 𝑘 2 − 𝑘 2𝑘 𝑘 2 + 𝑘
+𝑘 = + =
2 2 2 2
2
(𝑘 + 2𝑘 + 1) − (𝑘 + 1)
=
2
(𝑘 + 1)2 − (𝑘 + 1)
=
2
This shows that if 𝑠𝑘 is true, then 𝑠𝑘+1 is true

Since both steps for a proof by the principle of mathematical

induction have been completed, the given statement is true
for every integer n>2.

D. Discussing New
Concepts and
Practicing New
Skills # 1
E. Discussing New
Concepts and
Practicing New
Skills # 2
F. Developing Ask students to answer the Complete the following
Mastery following. steps to solve problems
using mathematical
Prove that the sum of the induction.
angles Sn of a convex
polygon with n sides is Prove that the sum of the
(k – 2)(180)o. angles Sn of a convex
polygon with n sides is
(k – 2)(180)o.

162
 Discussion Solution:
Solution: Step 1: Show that the
Step 1: Show that the statement is true for n=3
statement is true for n=3 (the smallest number of
(the smallest number of angles in a polygon is 3)
angles in a polygon is 3)

(3-2)(180) = 1800
(which is the sum of the Step 2: Assume that for
angles of the triangle) any integer k,

Step 2: Assume that for the sum of the angles of a

any integer k, the sum of polygon with k sides is
the angles of a polygon ___________
with k sides is (k-2)(180)o.
A convex polygon with
A convex polygon with k + 1 sides consists of a
k + 1 sides consists of a convex polygon with k
convex polygon with k sides plus a triangle.
sides plus a triangle. Thus,
the sum of the angles is (k Thus, the sum of the
– 2)(180)0 = ((K+1) – angles is (k – 2)(180)0 =
2)(1800) ______________

This shows that if 𝑠𝑘 is true, Conclusion:

then 𝑠𝑘+1 is true
_______________
Since both steps for a
proof by the principle of
mathematical induction
have been completed, the
given statement is true for
every integer n>3

G. Finding
Practical
Application of
Concepts in
Daily Living
H. Making
generalization
and abstraction
about the
lesson
I. Evaluating Prove that the number of Prove that the number of
learning diagonals of a convex diagonals of a convex
polygon with n sides is polygon with n sides is
1 1
𝑘(𝑘 − 3) 𝑘(𝑘 − 3)
2 2

J. Additional .
activities for
application or
remediation

163
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked? Why
did these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

164
SCHOOL LEARNING
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of key concepts
of series and mathematical induction and the Binomial
theorem
B. Performance The learners shall be able to keenly observe and investigate
Standard patterns, and formulate appropriate mathematical
statements and prove them using mathematical induction
and/or Binomial theorem
C. Learning The learners solve problems using mathematical induction
Competencies/ and the Binomial Theorem STEM_PC11SMI-Ij-2:
Objectives
II. CONTENT Solving problems using Binomial Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s 96 - 108
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing Have the students recall the Ask the students to
previous lessons process of expanding the complete the Pascal’s
or presenting the given (a+b)n and the Triangle below.
new lesson. combination.

Activity: Complete the table

below by providing the first
four terms of the given
expansion.
Have the students recall the
1st 2nd 3rd 4th
process of expanding the
(x + y)6 given (a+b)n and the
(1 - 0.2)6
combination nCr = (𝑛𝑟).

Activity: Complete the table

below by providing the first
four terms of the given
expansion.
1st 2nd 3rd 4th
(x + y)5
(1 - 0.1)5

165
B. Establishing a From the previous activity you From the previous activity
Purpose for the were able to identify the terms you were able to identify the
Lesson in the given expansion. terms in the given
expansion.
Note: Ask the students to find
the sum of the first four terms Note: Ask the students to
of the problem 2. Then ask find the sum of the first four
them to find the result of (0.8)6 terms of the problem 2.
from the calculator. Then ask them to find the
result of (0.9)5 from the
From this activity, we can also calculator.
find approximation of (0.8)6
using the given terms in the From this activity, we can
expansion of (1 - 0.2)6. also find approximation of
(0.9)5 using the given terms
in the expansion of (1 -
0.1)5.

C. Presenting This time, we are going to apply the Binomial Theorem to

Examples/ Instances approximate and prove some combination identities.
of the Lesson Let us now try to solve the given problem.

1. Approximate (1.9)10 using the first three terms in the

expansion of (2 – 0.1)10, and find its error compared
to the calculator value.
Solution:
2
(1.9)10 = (2 − 0.1)10 ≈ ∑ (10
𝑘
)210−𝑘 (−0.1)𝑘
𝑘=0
= 210 − 10 ∙ 29 ∙ 0.1 + 45 ∙ 28 ∙ 0.12
= 627.2
Calculator value = 613.1066258
Error from the calculator value = 14.09337422

2. Approximate (to 3 decimal places) the (2.1)8 using the

first 5 terms in the expansion of (2 + 0.1)8. Compare
your answer with the calculator.
Solution:
4
.(2.1)10 = (2 + 0.1)10 ≈ ∑ (10
𝑘
)(0.1)𝑘
𝑘=0
=(80)28 + (81)27 (0.1)
+ (82)26 (0.1)2 + (83)25 (0.1)3 +
(84)24 (0.1)4
= 256 + 8(128)(0.1) + (28)(64)(0.01) + (56)(32)(0.001) +
(70)(16)(0.0001)
=256+102.4+17.92+1.792+0.112
≈ 378.224
Calculator value = 378.2285
Error from the calculator value = 0.0045

Ask the students to answer the number 1 problem for the

activity in Developing Mastery.

166
 3. Prove that, for any positive integer n,
𝑛
𝑛
∑ ( ) 3𝑘 = 4𝑛
𝑘
𝑘=0

Solution:
𝑛 𝑛
𝑛 𝑛
(4)𝑛 = (1 + 3)𝑛 = ∑ ( ) (1)𝑛−𝑘 3𝑘 = ∑ ( ) 3𝑘
𝑘 𝑘
𝑘=0 𝑘=0

Note:
(1)𝑛−𝑘 = 1

Ask the students to answer the number 1 problem for the

activity in Developing Mastery.
D. Discussing New
Concepts and
Practicing New
Skills # 1
E. Discussing New
Concepts and
Practicing New
Skills # 2
F. Developing From these activity, the From these activity, the
Mastery students with the help of the students with the help of the
teacher are asked to perform teacher are asked to
the following. perform the following.

1. Approximate (2.1)8 by Complete the following

using the first 5 terms process.
in the expansion of (2 + 1. Approximate (1.3)8 by
8
0.1) Compare your using the first 5 terms
answer with the in the expansion of (2
calculator. + 0.1)8. Compare your
2. Use the Binomial answer with the
theorem to prove that calculator.
𝑛 (1.3)8 = (__ + 0.3)8
𝑛 5
∑ ( ) −3𝑘 = −2𝑛 8
𝑘 ≈ ∑ ( ) 18−𝑘 (__)𝑘
𝑘=0
𝑘
𝑘=0
8 __ 8
= ( ) + ( ) (0.3) + ( ) (__)__
0 1 _
__
Discuss with the class + ( ) (0.3)__
__
the solutions for the __
+ ( ) (0.3)__
activity __
=(__) + 8(__) + (__)(0.09) +
(56)(__) + (__)(___)

= 1 + __ + __ + 1.512 + ___
= _______
Calculator value = 8.157
Error from the calculator
value = 0.15830

167
 2. Use the Binomial
theorem to prove that
𝑛
𝑛
∑ ( ) 4𝑘 = 5𝑛
𝑘
𝑘=0

(5)𝑛 = (1 + __)𝑛
𝑛
𝑛
= ∑ ( ) (__)𝑛−𝑘 4𝑘
𝑘
𝑘=0
𝑛
𝑛
= ∑ ( ) (__)𝑘
𝑘
𝑘=0

Discuss with the class the

solutions for the activity
G. Finding Practical
Application of
Concepts in Daily
Living
H. Making Ask students to discuss with the class the solutions for the
generalization and given problem.
abstraction about
the lesson
I. Evaluating Answer the following Answer the following
learning problems. problems.

1. Approximate (3.01)8 by 1. Approximate (1.12)10

using the first 4 terms by using the first 5
in the expansion of (3 + terms in the
0.1)8. Compare your expansion of (1 +
answer with the 0.12)10. Compare
calculator result. your answer with the
2. Use the Binomial calculator result.
Theorem to prove that 2. Use the Binomial
𝑛
𝑛 Theorem to prove
∑ ( ) −3𝑘 = −2𝑛 that
𝑘 𝑛
𝑘=0 𝑛
∑ ( ) 2𝑘 = 3
𝑘
𝑘=0
Hint; expand (1+2)n

J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for

168
 remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked? Why
did these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

169
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of key
concepts of circular functions, trigonometric
identities, inverse trigonometric functions, and the
polar coordinate system
B. Performance The learners shall be able to formulate and solve
Standard accurately situational problems involving circular
functions
C. Learning The learners illustrate the unit circle and the
Competencies/ relationship between the linear and angular
Objectives measures of a central angle in a unit circle.
STEM_PC11T-IIa-1:
II. CONTENT Relationship between the linear and angular
measures of a central angle in a unit circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 123-126
pages
2. Learner’s Materials
pages
3. Textbook pages Trigonometry revised edition, Luz D. Ortiz, pages
38-39
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing From the figure shown,
previous 1. What is the initial side of the angle? Terminal
lessons or side?
presenting 2. What do you think will happen if the direction
the new of the terminal side or ray rotates in a
lesson. clockwise?

3. In this lessons, it is important that we know

the Unit Circle. What is a Unit Circle?
From the previous years, you have been using the
degree as a unit for measuring an angle.

170
B. Establishing a In this lesson, we are going to illustrate the unit circle
Purpose for the and the relationship between the linear and angular
Lesson measures of a central angels in a unit circle
What is the circumference of a circle with a radius of
1?

Complete the table below.

Revolution 1 1/2 1/3 1/4 1/5 1/6 1/20

Degrees 360

Note: Teacher must highlight that angle is not only

measured in revolution or in degree, Radian is
another way to measure an angle.
C. Presenting Examples/ 1. Given a unit circle, ask the students of the
Instances of the circumference of the circle.
Lesson 2. Ask student to divide the circle into 8 equal
parts.
3. What is now the arc length of the semicircle?
4. Do the same process until the circle is
completely labeled using radians

Ask the students to observe and study the relations

of the degree and radian.

Complete the table below.

Revolution 1 1/2 1/3 1/4 1/5 1/6 1/20

degrees 360
radian
D. Discussing New
Concepts and
Practicing New Skills s=r
#1

In the illustration, the ϴ intercepts an arc s whose

measure is equal to that of the radius of the circle,
such an angle has a measure of one radian. This
𝑠
gives us the equation ϴ = , where s and r are in
𝑟
linear units and ϴ is in radian.

171
 Since a unit circle has circumference 2𝜋, a central
angel that measures 3600 has measure equivalent to
2 𝜋 radians.

E. Discussing New
Concepts and
Practicing New Skills
#2
F. Developing Mastery True or False: Write true if the statement is
true and false if the statement is false.
1. A central angle of a circle measures one
degree, if it intercepts 1/360 of the
circumference of the circle
2. A central angle of the unit circle that
intercepts an arc of the circle with length
1 unit is said to have measure of one
radian.
3. A central angle that measures 1800 has
measure equivalent to 2𝜋 radians.
4. A central angle of a circle measures 360
degrees, if it intercepts 2 𝜋 of the
circumference of the circle
5. A central angle of the unit circle that
intercepts an arc of the circle with length
1 unit is said to have measure of one
radian.
6. A central angle that measures 1800 has
measure equivalent to 2𝜋 radians.
7. The ϴ intercepts an arc s whose measure
is equal to that of the radius of the circle,
such an angle has a measure of one
radian
8. How many such angle as ϴ are there in
3600 or in 1 revolution? How about ½
revolution?

G. Finding Practical
Application of
Concepts in Daily
Living
H. Making generalization How many such angle as ϴ are there in 3600 or in 1
and abstraction about revolution? How about ½ revolution?
the lesson

172
 I. Evaluating learning 1. Given the Unit Circle below divided into 8
equal parts, label the equivalent radian.

2. Given the Unit Circle below divided into

12 equal parts, label the equivalent
radian.

3. Additional activities .
for application or
remediation
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner have
caught up with the lesson.
D. No. of learners who
continue to require
remediation

173
E. Which of my strategies
worked well? Why did it
work?
F. What difficulties did I
encounter which my
principal or supervisor cam
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish to
share with other teachers.

174
 LEARNING Pre-Calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
The learners demonstrate an understanding of key concepts of
A. Content
circular functions, trigonometric identities, inverse trigonometric
Standards
functions, and the polar coordinate system
B. Performance The learners shall be able to formulate and solve accurately
Standards situational problems involving circular functions
The learners convert degree measure to radian measure and
vice versa. STEM_PC11T-IIa-2
C. Learning
Competencies/
1. Convert degree measure to radian measure and vice versa
Objectives
2. Solve problems that involves degree and radian measure
3. Apply the lesson in real-life situation
II. CONTENT Degree and Radian Measure

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pre-Calculus Teacher’s Guide pages 125 – 127
pages
2. Learner’s Pre-Calculus Learner’s Material pages 126 – 128
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
Ask the following questions to Ask the following questions to
the students: the students:
7. If radius of a circle is 1 unit, (The teacher will draw a circle
what will be with radius 1 unit. where 𝐶 =
a) its circumference? 2𝜋r)
b) half of the 1. What will be
circumference? a) its circumference?
c) one third of the b) half of the circumference?
A. Reviewing
circumference? c) one third of the
previous lesson or
d) one fourth of the circumference?
presenting the new
circumference? d) one fourth of the
lesson
8. What is the measure of circumference?
angle 2. What is the measure of angle
a) in a full revolution? a) in a full revolution ?
b) half of the revolution? b) half of the revolution ?
c) one third of the c) one third of the
revolution? revolution?
d) one fourth of the d) one fourth of the
revolution? revolution ?

175
 Previous Lesson: Previous Lesson:
Degree measure and Radian Degree measure and Radian
measures are use in measures are use in measuring
measuring an angle. A unit an angle. A unit circle has a
circle has a radius of 1 unit. radius of 1 unit.
Relate the answer: Relate the answer:
1 rotation is equivalent to a 1 rotation is equivalent to a
circumference of a circle, circumference of a circle,
therefore therefore
B. Establishing a a) 2𝜋 = 3600 a) 2𝜋 = 3600
purpose for the b) 𝜋 = 1800 b) 𝜋 = 1800
lesson 2𝜋 2𝜋
c) = 1200 c) = 1200
3 3
2𝜋 2𝜋
d) = 900 d) = 900
4 4
Ask the student to observe the Ask the student to observe the
following relation. following relation.
With the following relation, we With the following relation, we
can say that 𝜋 = 1800 , then can say that 𝜋 = 1800 , then
𝜋 1800 𝜋 1800
= = 1. = = 1.
1800 𝜋 1800 𝜋

Therefore,
𝜋
C. Presenting a) To convert a degree measure to radian, multiply it by
1800
examples/ instances .
of the lesson 1800
b) To convert a radian measure to degree, multiply it by
𝜋

Express the following to Express the following to radian

radian measure. measure.
1) 750 1) 750
2) 2400 2) 2400
3) 7200 3) 7200
4) 10800 4) 10800
5) -2400
D. Discussing new Solution:
concepts and 𝜋 5𝜋 Solution:
practicing new skills 1) (750 ) ( ) = 𝑟𝑎𝑑
1800 12 𝜋 5𝜋
#1 0 𝜋 4𝜋 1) (750 ) ( ) = 𝑟𝑎𝑑
2) (240 ) ( 0 ) = 𝑟𝑎𝑑 1800 12
180 3 𝜋 4𝜋
0 𝜋 2) (2400 ) ( 0 ) = 𝑟𝑎𝑑
3) (720 ) ( 0 ) = 180 3
180 𝜋
4𝜋 𝑟𝑎𝑑 3) (7200 ) ( 0 ) = 4𝜋 𝑟𝑎𝑑
180
𝜋 0 𝜋
4) (10800 ) ( ) = 4) (1080 ) ( 0 ) = 6𝜋 𝑟𝑎𝑑
1800 180
6𝜋 𝑟𝑎𝑑 𝜋 4𝜋
(−2400 ) ( 0 ) = − 𝑟𝑎𝑑
180 3

Express the following to Express the following to degree

degree measure. measure.
E. Discussing new 1) 2𝜋 1) 3𝜋
𝜋 𝜋
concepts and 2) 2)
4 3
𝜋
practicing new skills 3) 3𝜋 3)
𝜋 4
#2 4) 5𝜋
3 4)
5𝜋 6
5) 2𝜋
6 5) −
5

176
 Solution: Solution:
1800 1800
1) (2𝜋) ( ) = 3600 1) (3𝜋) ( ) = 5400
𝜋 𝜋
𝜋 180 0 𝜋 1800
2) ( )( ) = 450 2) ( )( ) = 600
4 𝜋 3 𝜋
1800 0 𝜋 1800 0
3) (3𝜋) ( ) = 540 3) ( ) ( ) = 45
𝜋 4 𝜋
𝜋 1800 5𝜋 1800
4) ( ) ( ) = 600 4) ( ) ( ) = 1500
3 𝜋 6
𝜋
5𝜋 1800 5)
2𝜋
(− ) (
1800
) = −720
( )( ) = 1500 5 𝜋
6 𝜋
Seatwork: Seatwork:
1. Convert the following 1. Convert the following
degree measure to degree measure to radian
radian measure. measure.
a. 600 a. 600
b. 1500 b. 1500
c. –200 0
c. –2000
0
d. 1800 d. 9000
F. Developing 0
e. 22.5 2. Convert the following
Mastery 2. Convert the following radian measure to degree
radian measure to measure.
degree measure. a. 5𝜋
a. 5𝜋 b. −7𝜋
b. −7𝜋 3𝜋
c.
3𝜋 5
c. 4𝜋
5
7𝜋 4.
d. 3
8
13𝜋
4.
6
G. Finding practical A jeepney has a windshield wiper on the driver’s side that has
applications of total arm and blade 10 inches long and rotates back and forth
concepts and skills in through an angle of 950. What will be its angle in radian
daily living measure?
H. Making How do we convert degree measure to radian and vice versa?
𝜋
generalizations 1. To convert a degree measure to radian, multiply it by 0 . 180
abstractions 1800
about the lesson 2. To convert a radian measure to degree, multiply it by
𝜋
1. Convert the following 1. Convert the following
degree measure to radian degree measure to radian
measure. measure.
a. 300 a. 300
b. 3150 b. 1350
c. –2700 c. –900
d. 45000 d. 4000
e. 20.250 e. 21600
I. Evaluating 2. Convert the following 2. Convert the following
Leaning radian measure to degree radian measure to degree
measure. measure.
a. 6𝜋 a. 6𝜋
b. −10𝜋 b. −10𝜋
𝜋 𝜋
c. c.
8 5
7𝜋 7𝜋
d. d.
6 4
23𝜋 11𝜋
e. e.
6 3

177
 You are standing 20 feet away You are standing 20 feet away
from a tree, and you measure from a tree, and you measure
the angle of elevation to be 400. the angle of elevation to be 400.
What will be its angle in radian What will be its angle in radian
measure? measure?
Find the sum: (The unit of the Find the sum: (The unit of the
J. Additional activities answer can be in the degree answer can be in the degree or
for application or or radian measure) radian measure)
remediation 11𝜋 11𝜋
2100 + + 3500 2100 +
6 6
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why do this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teacher?

178
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts
Standards: of circular functions, trigonometric identities, inverse
trigonometric functions and polar coordinate system.

B. Performance The learners shall be able to formulate and solve

Standards: accurately situational problems involving circular
functions.
C. Learning The learners illustrate angles in standard position and
Competencies/ coterminal angles.STEM_PC11T-IIa-3
Objectives:
1. Illustrate angles in standard position,
2. Identify the position of terminal side,
3. Determine whether the angles are coterminal.
4. Cooperate actively in participating in the activity.
II. CONTENT Angles in Standard position and Coterminal Angles
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
Pages
2. Learner’s pp.128-130
Materials Pages
3. Text book Pages Algebra and Trigonometry by Stewart et.al
pp.567-568
4. Additional
Materials from
Learning
resources(LR)
5. Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Previous Review the Definition of the following terms:
Lesson or Activity “Define Me”
Presenting New A. Terminal side C. Positive Angle
Lesson B. Initial Side D. Negative Angle
(The teacher will emphasize the abovementioned terms
by reviewing the definitions)
Reference:
An angle AOB consist of two rays R1 and R2 with a
common vertex 0(see figure 1) We often interpret an
angle as a rotation of the ray R1 onto R2. In this case, R1
is called INITIAL SIDE, and R2 is called TERMINAL SIDE
of the angle. If the rotation is counterclockwise, the

179
B. Establishing a Distinct angles may have the same position of their
Purpose for the Lesson terminal sides. The similarity can be significant in finding
the values of trigonometric functions in future lessons.
C. Presenting Standard Position: An angle is in standard position if its
Examples/Instances of vertex is located at the origin and one ray is on the
the Lesson positive x-axis.

D. Discussing New Activity 1 “ Show Me”

Concepts and Task:
Practicing New Skills#1 Identify the Terminal side and Initial side.
Guide questions:
a. Where are the terminal side?
b. In what axis does the initial side lies?
Group 1 Group 2

Group 3 Group 4

180
 ( The group leader will present their output and will be
rated using the rubric above)
E. Discussing New Emphasizing Group 4 activity leading to the definition of
Concepts and COTERMINAL ANGLE
Practicing New Skills#2  Two angles in standard position that share the
same terminal side.
 Two angles in standard position are
COTERMINAL if their sides coincides.

F. Developing Mastery
(Leads To Formative
Assessment 3)

G. Finding Practical
application of Concepts
and skills in Daily Living
H. Making Abstraction:
Generalization and The teacher will give a question by group:
Abstraction about the
lesson Group 1: Group 3:
What is coterminal angle? In what axis does INITIAL
Group 2: SIDE lies?
How do we find coterminal Group 4:
angle? How can we identify if an
angle is in Standard
position?
I. Evaluating Learning Assessment:
The measure of two angles in standard position are given.
Determine whether the angles are coterminal.

181
 1. 70°, 430° 2. -30°, 330°

Find two positive angles and two negative angles that are
coterminal with the given angle.
1. 50° 3.-45°
2. 135° 4.-145°
Draw an angle with the given measure in standard
position and identify the position of terminal side.

J. Additional Activities
for Application or
Remediation
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learner have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
cam help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers.

182
 LEARNING
SCHOOL Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of the key concepts
Standard of circular function, trigonometric identities, inverse
trigonometric function and the polar coordinate system.
B. Performance The learners shall be able to formulate and solve accurately
Standard situational problems involving circular functions.

C. Learning The learners illustrate the different circular functions.

Competencies/ STEM_PCIIT-IIb-1
Objectives
1. Define the six circular functions.
2. Illustrate the different circular functions.
3. Determine the values of the six circular functions.

II. CONTENT Illustrating Circular Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s
Guide Pages Pre-calculus Teacher’s Guide pp. 136-139
2. Learner’s
Material Page Pre-calculus Learner’s Material pp.135-139
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Pre-calculus by Apolinario C. Reyes pp. 134-135 & pp. 145-
Resources 146

IV.PROCEDURES Average Learners Advanced Learners

A. Reviewing previous Review of Right Triangle Trigonometry:

lesson or
presenting new Given a Right Triangle ABC, determine the trigonometric
lesson ratios of angle ∝

183
 Note: The students should be able to recall the SOH-CAH-
TOA and their reciprocals
The teacher should emphasize that these trigonometric ratios
are called trigonometric functions whose domain is a set of
angles.

B. Establishing a Note: The teacher will emphasize that the six trigonometric
purpose of the functions of an angle can also be defined and illustrated in a
lesson circle (unit circle). The domains from set of angles can also
be set of real numbers. This is called circular functions.

Consider the unit circle below.

Let 𝜃 be an angle in standard position and 𝑃(𝜃) = 𝑃(𝑥, 𝑦) the

point on its terminal side on the unit circle.

Figure 1

This correspondence or function illustrates the definition of

𝑃(𝜃) = (𝑥, 𝑦) = (cos 𝜃, sin 𝜃) with respect to the unit circle.
Hence,
1
sin 𝜃 = 𝑦 csc 𝜃 = , 𝑦 ≠ 0
𝑦
1
cos 𝜃 = 𝑥 sec 𝜃 = , 𝑥 ≠ 0
𝑥
𝑦 𝑥
tan 𝜃 = , 𝑥 ≠ 0 cot 𝜃 = , 𝑦 ≠ 0
𝑥 𝑦

Similarly, if we let s be any real number and 𝜃 is the angle in

standard position with measures radian (see Figure 2). Then
we define

184
 Figure 2

sin 𝑠 = sin 𝜃 csc 𝑠 = csc 𝜃

cos 𝑠 = cos 𝜃 sec 𝑠 = sec 𝜃
tan 𝑠 = tan 𝜃 cot 𝑠 = cot 𝜃

C. Presenting Discussion on illustrating an angle in standard position on a

examples/ instances unit circle and determining the values of the six circular
of the new lesson functions of a given angle (degree and radian measure).

Example 1
Illustrate the given 𝜃 and determine the exact values of the
six circular functions.
1. 600
2. (-30)0
3. 450
𝜋
4.
6
𝜋
5.
3
𝜋
6. (− )
2

NOTE: The teacher should recall the properties of 45 0-450

and 300-600 right triangles (with hypotenuse 1 unit).

D. ) Discussing new Activity1- (Pair-Share) Activity 1 (Pair-Share)

concepts and
practicing new skills Choose your partner and Choose your partner and
#1 answer the following problems. answer the following
problems.
Illustrate the given 𝜃 in a unit
circle and determine the exact Illustrate the given 𝜃 in a
value of unit circle and determine the
exact value of
0 𝜋
a. sin 45 b. tan
4 𝜋
a. cos (-450) 𝑏. 𝑠𝑒𝑐(− )
6

E. Discussing new Activity 2 Activity 2

concept and
practicing new skill Consider an angle 𝜃 in Ask the students to illustrate
#2 standard position and a unit the situation below.
circle as shown in figure 3. Let “Let P (X1, Y1) and Q (X, Y)
P (x1, y1) and Q (x, y) be the be the points on the terminal
points on the terminal sides of side of an angle θ in
an angle 𝜃 in standard standard position, where P

185
position, where P is on the unit is on the unit circle O and Q
circle O and Q on the circle of on the circle of radius r (not
radius r (not necessarily 1) with necessarily 1) with center
center also at the origin. From also at the origin.”
points P and Q, draw a line Note:(This figure shows the
segment perpendicular to the expected answer).
x-axis at points R and S,
respectively.

NOTE: The teacher may

discuss briefly the definition
Figure 3 of similar triangles.

NOTE: The teacher will briefly Guide the students to

discuss the definition of similar complete the following:
triangles.
PR 𝑄𝑆
sin θ = =
Guide the students to OP
complete the ratios of the OR
cos θ = =
following corresponding sides. OP 𝑂𝑄
QS
PR 𝑄𝑆 tan θ= ? =
sin θ = = OS
OP
OR cot θ =?
cos θ = =
OP 𝑂𝑄
sec θ =?
QS
tan θ= ? = csc θ =?
OS

cot θ =?
sec θ =? Based on their answers, the
general definitions of the six
csc θ =? circular functions should be
defined as stated below.

Based on their answers, the Let 𝜽 be an angle in

general definitions of the six standard position, Q (x, y)
circular functions should be any point on the terminal
defined as stated below. side of 𝜽,and
𝒓 = √𝒙𝟐 + 𝒚𝟐 > 𝟎. Then
Let 𝜽 be an angle in standard 𝑦
= ,𝑟≠0
position, Q (x, y) any point sin 𝜃 𝑟
on the terminal side of 𝜽, and 𝑟
𝒓 = √𝒙𝟐 + 𝒚𝟐 > 𝟎. Then csc 𝜃 = , 𝑦 ≠ 0
𝑦
𝑦 𝑥
sin 𝜃 = 𝑟 , 𝑟 ≠ 0 cos 𝜃 = , 𝑟 ≠ 0
𝑟

186
 csc 𝜃 = , 𝑦 ≠ 0
𝑟 𝑟
𝑦 sec 𝜃 = , 𝑥 ≠ 0
𝑥 𝑥
cos 𝜃 = , 𝑟 ≠ 0 𝑦
𝑟 tan 𝜃 = ,𝑥 ≠ 0
𝑟 𝑥
sec 𝜃 = , 𝑥 ≠ 0
𝑥 𝑥
𝑦 cot 𝜃 = , 𝑦 ≠ 0
tan 𝜃 = ,𝑥 ≠ 0 𝑦
𝑥
𝑥
cot 𝜃 = , 𝑦 ≠ 0
𝑦 Example 1

Example 1 4
If sin 𝜃 = − 𝑎𝑛𝑑 𝜃 is in
5
4 QIV, find cos 𝜃.
If sin 𝜃 = − 𝑎𝑛𝑑 𝜃 is in QIV,
5
find cos 𝜃. 3
Answer:
5
3
Answer:
5
F. Developing Mastery Activity 2 Activity 2
(leads to formative
assessment) 1. Given 𝜃, find the exact 1. Given 𝜃, find the exact
values of the six circular values of the six circular
functions. functions.

a) -300 a) 300
3𝜋 b) - 450
b)
4 3𝜋
c)
4
1
2. If sin 𝜃 = and 𝜃 is in QI, find
2 3
the other circular functions. 2. If tan 𝜃 = and 𝜃 is in
5
QIII, find the other circular
4
3. If cot 𝜃 = − 𝑎𝑛𝑑 𝜃 is in QII, functions.
3 4
find csc 𝜃. 3. If cot 𝜃 = − 𝑎𝑛𝑑 𝜃 is in
3
QII, find csc 𝜃.
G. Finding
practical application
of concepts and skills
on daily living
H. Making How do you illustrate the six circular functions?
Generalization and
abstractions about
the lesson
I. Evaluating Learning Let the students answer the following problems.
5𝜋
1. If 𝑃(𝜃) is a point on the unit circle and 𝜃 = − , find the
6
values of the six circular functions of 𝜃.
3
2. If tan 𝜃 = and 𝜃 is in QIII, find the other circular functions.
5

J. Additional activities Ask the students to answer the following problems.

for application or
remediation 1. Find the values of the other trigonometric functions of 𝜃 if
4
cot 𝜃 = − and sin 𝜃 < 0.
3

187
 2. The terminal side of an angle 𝜃 in standard position
contains the point (6, -8). Find the values of the six circular
functions.

IV. REMARKS
V. REFLECTION
VI. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment

B. No. of learners
who require
additional activities
for remediation
C. Did the
remediation
lessons work?
D. No. of learners
who continue
require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. Which innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?

188
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
The learners demonstrates an understanding of the key
A. Content Standards concepts of circular functions, trigonometric identities, inverse
trigonometric functions, and the polar coordinate system
B. Performance The learners shall be able to formulate and solve
Standards accurately situational problems involving circular functions
C. Learning The learners uses reference angles to find exact values of
Competencies circular function STEM_PC11T-IIb-2

1. Define reference angle

Objectives 2. Find reference angle
3. Use reference angles to find exact values of circular
function
II. CONTENT Values of Circular Functions
III. LEARNING
RESOURCES
A. References Cell phone App, Youtube, Internet, PDF files,
1. Teacher’s Guide 135 – 142
pages
2. Learner’s Materials 135 – 142
Pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
Malmath: Step by Step Solver (for ICT integration), Activity
Sheet,
http://www.classzone.com/eservices/home/pdf/teacher/LA214
GAD.pdf
Using Double- and Half-Angle Formulas
http://www.mathcentre.ac.uk/resources/uploaded/mc-ty-
doubleangle-20091.pdf The double angle formulae
https://math.psu.edu/sites/default/files/public/migration/8.3%2
0New_0.pdf Section 8.3 The Double-Angle and Half-Angle
Formulas
B. Other Learning https://faculty.atu.edu/mfinan/1203/Lecture20.pdf
Materials Arkansas Tech University 20 The Double-Angle and Half-Angle
Identities
https://www.youtube.com/watch?v=ONKPlyN1hpo
blackpenredpen, cos(3x) in terms of cos(x)
https://www.youtube.com/watch?v=HWrQXA7geG0
blackpenredpen, tan 3x in terms of tan(x)
https://www.youtube.com/watch?v=aJuzzeSqeAY
derivation of half angle trigonometric identities
https://www.intmath.com derivation of half-angle trigonometric
identities

189
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Recall that the sine and cosine functions (and four others:
previous tangent, cosecant, secant, and cotangent0 of angles measuring
lesson or between 00 and 900 were defined in the last quarter of Grade
presenting the 9 as ratios of sides of a right triangle. It can be verified that
new lesson these definitions are special cases of the following definition.

Let ⍬ be an angle in standard position and P(⍬) = P(x,y) the

point on its terminal side on the unit circle.
Define
1
Sin ⍬= y csc ⍬ =
𝑥
,y≠0
Cos ⍬ = x sec ⍬ =
1
,x≠0
𝑥
𝑦 𝑥
Tan ⍬ = , x ≠ 0 cot ⍬ = ,
𝑥 𝑦
y≠0
The teacher discusses the purpose of the lesson and
presenting the topic.

Sketching several angles with their reference angles may help

reinforce the fact that the reference angle is the acute angle
formed with the horizontal.

What is reference angle?

B. Establishing a
purpose for the
lesson

The figure below shows the reference angles for in Quadrants

II, III, and IV.

190
 To see how a reference angle is used to evaluate a
trigonometric function, consider the point (x,y) on the terminal
side of ⍬’, as shown in figure below. By definition, you know
that

C. Presenting
examples/insta
nces of the For the right triangle with acute angle ⍬’ and sides of lengths
new lesson |x| and |y|, you have

So, it follows that sin ⍬ and sin ⍬’ are equal, except possibly
in sign. The same is true for tan ⍬ and tan ⍬’ and for the other
four trigonometric functions. In all cases, the sign of the function
value can be determined by the quadrant in which ⍬ lies.

Let the students illustrate the location of the angle on

the plane.
Find the reference angle ⍬’.
a. ⍬ = 3000 b. ⍬ = 2.3 c. ⍬ = - 1350
Solution:
a. Because 3000 lies in Quadrant IV, the angle it makes with
D. Discussing the x-axis is ⍬’ = 3600 - 3000
new concepts = 600 Degrees
𝜋
and practicing b. Because 2.3 lies between ≈ 1.5708 and 𝜋 ≈ 3.1416, it
2
new skills #1 follows that it is in quadrant II and its reference angle is
⍬’ = 𝜋 - 2.3
≈ 𝟎. 𝟖𝟒𝟏𝟔 Radians
c. First, determine that - 1350 is coterminal with 2250, which
lies in Quadrant III. So, the reference angle is
⍬’ = 2250 – 1800
= 450 Degrees

191
 Figure below shows the angle ⍬ = 300 and its reference angle
⍬’ = 600.

Figure below shows the angle ⍬ = 2.3 and its reference angle
⍬’ = Π - 2.3.

Figure below shows the angle ⍬ = 300 and its reference angle
⍬’ = 600.

Group Activity:
Use reference angle and appropriate sign to find exact
E. Discussing value of each expression. Present your work on the board.
new concepts Group 1 Group 1
and practicing
11 𝛱 11 𝛱 1). Sin 1500
new skills #2 1). sin and cos
6 6
Group 2 Group 2
2). cos (-7Π/6) 8𝛱
2). tan
3
F. Developing Use Reference Angle to find the exact value of each
mastery (leads trigonometric function.
to Formative
Assessment)

192
G. Finding
practical
applications of
concepts and

193
 skills in daily
living

In general, if ⍬1, ⍬2, ⍬3, and ⍬4 point with P(⍬1) = x1, y1,
then each of the coordinates of P(⍬2), P(⍬3), and P(⍬4) is + x1,
H. Making
while the y coordinate is + y. The correct sign is determined by
generalizations the location of the angle. Therefore, together with the correct
and sign, the value of a particular circular function at an angle ⍬ can
abstractions be determined by its value at an angle ⍬1 with radian measure
about the between 0 and Π /2. The signs of the coordinates of P(⍬)
lesson depends on the quadrant or axis where it terminates.

The learner will be evaluated using paper and pen.

Question:
I. Evaluating 5𝜋
If P(⍬) is a point on the unit circle and ⍬ = - , find the values
learning 6
of the six trigonometric functions of ⍬.

J. Additional
activities for
application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation

B. No. of learners
who require
additional
activities for
remediation

C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies

194
 worked well?
Why did these
work?

F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

(Rubrics for group activity)

CRITERIA POINTS
5 3 1
RESPONSES All answers are Commits 1-2 Commits 3-5
correct mistakes mistakes
ATTITUDE Shows enthusiasm, Shows enthusiasm Do not show any
enjoyment and during the activity positive behavior
other positive
behavior during the
activity
SHARING OF Each member 1 or 2 members did 3 or more
IDEAS share ideas to not help members did not
answer the help
problems
MECHANICS Followed all the One or two steps 3 or more steps
steps of the activity were nor followed were nor followed

195
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
The learners demonstrate an understanding of the key
A. Content concepts of circular functions, trigonometric identities,
Standards inverse trigonometric functions, and polar coordinate
system.
B. Performance The learners shall be able to formulate and solve accurately
Standards situational problems involving circular functions.
The learners determine the domain and the range of the
different circular functions
C. Learning (STEM_PC11T-IIc-1)
Competencies/
Objectives 4. Construct table of values of the circular functions
using the unit circle.
5. Determine the domain and range of the circular
functions.
II. CONTENT Domain and Range of a Circular Functions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
144
Materials pages
3. Textbook pages
https://study.com/academy/lesson/domain-range-of-
trigonometric-functions-their-inverses.html
3. Additional https://www.shelovesmath.com/trigonometry/graphs-sine-
Materials from cosine-
Learning tangent/https://www.shelovesmath.com/trigonometry/graph
Resource (LR) s-sine-cosine-tangent/
portal Precalculus pdf, precalculus_7th_-_larson_hostetler_2 pdf,
precalculus-michael-sullivan.pdf

B. Other Learning
Resources

IV. PROCEDURES Advanced Learners Average Learners

A. Reviewing Unlocking of Difficulty
previous lesson or Define domain, range and period
presenting the
new lesson Domain- all possible values of x
Range- all possible values of y
Period- length of the smallest domain interval which
corresponds to a complete cycle of values of the function.
Amplitude-The height from the center line to the peak (or
trough) of a periodic function.

196
 RECALL
Recall the discussion on determining the domain and range
of a function.

Determine the domain and the range of the following:

1. f(x)=𝑥 2 + 4𝑥 + 8
4𝑥
2. f(x)=
𝑥+6
3. {(1,-2),(2,-4),(3,-6)}

Answer
1. 𝐷 = ℝ, 𝑅 = [4, +∞)
2. 𝐷 = (−∞, −6] ∪ [−6, +∞), 𝑅 = (−∞, 4] ∪ [4, +∞)
D={1,2,3} R={-2,-4,-6}
The objectives of the lesson will be presented.
B. Establishing a
6. Construct table of values of the circular functions
purpose for the
using the unit circle.
lesson
Determine the domain and range of the circular functions.
Let the student draw a Unit Let the Student complete
C. Presenting Circle. the Unit circle below.
examples/instanc
es of the new
lesson

Answer

Answer

197
 Divide the class into six Divide the class into six
groups. groups.
(Rate each group using the (Rate each group using the
rubrics attached) rubrics attached)

Using the Unit Circle Using the Unit Circle

construct table of values of construct table of values of
the circular functions from 0- the circular functions and
2𝜋 and write all your answer the guide questions
observations below.

Group 1 Group 1
𝑦 = sin(𝑥) 𝑦 = sin(𝑥)
x y x y
0
𝜋
2
𝜋
3𝜋
2
2𝜋
Group 2
Group 2
𝑦 = 𝑐𝑜𝑠 (𝑥)
𝑦 = 𝑐𝑜𝑠 (𝑥)
x y
x y
D. Discussing new 0
concepts and 𝜋
practicing new 2
skills #1 𝜋
3𝜋
2
Group 3 2𝜋
Group 3
𝑦 = 𝑡𝑎𝑛(𝑥) 𝑦 = 𝑡𝑎𝑛(𝑥)
x y x y
0
𝜋
2
𝜋
3𝜋
2
2𝜋
Group 4
Group 4
𝑦 = 𝑐𝑠𝑐 (𝑥)
𝑦 = 𝑐𝑠𝑐 (𝑥)
x y
x y
0
𝜋
2
𝜋
3𝜋
2
2𝜋

198
Group 5 Group 5
𝑦 = 𝑠𝑒𝑐 (𝑥) 𝑦 = 𝑠𝑒𝑐 (𝑥)

x y x y
0
𝜋
2
𝜋
3𝜋
2
2𝜋

Group 6 Group 6
𝑦 = 𝑐𝑜𝑡 (𝑥) 𝑦 = 𝑐𝑜𝑡 (𝑥)

x y x y
0
𝜋
2
𝜋
3𝜋
2
2𝜋
Each group will present their
work and process their
Each group will present their
output.
work and process their
output.

Guide Questions:
1. From the table of
values, what values
of x makes the
circular functions
undefined?
2. What is the domain
of circular functions?
3. What is the minimum
and the maximum
values of the circular
functions?
4. What will be the
range of the circular
Expected answers:
functions?

199
 Now consider the following Now consider the following
circular functions and circular functions and
determine the domain and determine the domain and
range. range using the
trigonometric t-chart.
1. f(x)= 2sinx
2. f(x)= 2cosx 1. f(x)= 2sinx
3. f(x)= 2tanx 2. f(x)= 2cosx
4. f(x)= 2cscx 3. f(x)= 2tanx
5. f(x)= 2secx 4. f(x)= 2cscx
6. f(x)= 2cotx 5. f(x)= 2secx
6. f(x)= 2cotx
Answer: Answer:
1. D: ℝ , R: [-2,2] 1. D: ℝ , R: [-2,2]
2. D: ℝ , R: [-2,2] 2. D: ℝ , R: [-2,2]
3. D= {all ℝ } all angles 3. D= {all ℝ } all angles
𝜋 𝜋
E. Discussing new x except ± x except ±
2 2
concepts and 𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛) 𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛)
practicing new R= {y/y∈ ℝ } R= {y/y∈ ℝ }
skills #2 4. D= {all ℝ } all angles 4. D= {all ℝ } all angles
x except x except
𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛) 𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛)
R=(−∞, −2]∪ [ 2, R=(−∞, −2]∪ [ 2,
+∞] +∞]
5. D= {all ℝ } all angles 5. D= {all ℝ } all angles
𝜋 𝜋
x except ± x except ±
2 2
𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛) 𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛)
R=(−∞, −2]∪ [ 2, R=(−∞, −2]∪ [ 2,
+∞] +∞]
6. D= {all ℝ } all angles 6. D= {all ℝ } all angles
x except x except
𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛) 𝜋𝑛(𝑓𝑜𝑟 𝑎𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑛)
R= {y/y∈ ℝ } R= {y/y∈ ℝ }
Give more examples.
Give more examples.

200
 Group Activity Group Activity

(Rate each group using the (Rate each group using the
rubrics attached) rubrics attached)

Provide each group with Provide each group with

different sets of problem to different sets of problem to
be solve. Each member of be solve. Each member of
the group is expected to the group is expected to
participate actively. They participate actively. They
can use manila paper and can use manila paper and
marker or laptop and marker or laptop and
projector to present their projector to present their
output. output.

Group 1. Determine the Group 1. Determine the

domain and range of the domain and range of the
following: following:
F. Developing
1 1. 𝑓(𝑥) = 3 sin 𝑥
mastery (leads to 1. 𝑓(𝑥) = sin 𝑥
2
Formative
Assessment) 1 2. 𝑓(𝑥) = 3 cos 𝑥
2. 𝑓(𝑥) = cos 𝑥
2
Group 2. Determine the Group 2. Determine the
domain and range of the domain and range of the
following: following:
1
1. 𝑓(𝑥) = tan 𝑥 1. 𝑓(𝑥) = 3 tan 𝑥
2

1 2. 𝑓(𝑥) = 3 sec 𝑥
2. 𝑓(𝑥) = sec 𝑥
2
Group 3. Determine the Group 3. Determine the
domain and range of the domain and range of the
following: following:
1
1. 𝑓(𝑥) = csc 𝑥 1. 𝑓(𝑥) = 3 csc 𝑥
2

1 2. 𝑓(𝑥) = 3 cot 𝑥
2. 𝑓(𝑥) = cot 𝑥
2

G. Finding practical
applications of
concepts and
skills in daily living
H. Making
generalizations How do you determine the domain and the range of the
and abstractions different circular functions?
about the lesson

201
 Determine the domain and range of the following:

1. 𝑓(𝑥) =2sinx
I. Evaluating
1
learning 2. 𝑓(𝑥) = cos 𝑥
2

3. 𝑓(𝑥) = 3 tan 𝑥

J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

202
(Rubrics for group activity)

CRITERIA POINTS
5 3 1
RESPONSES All answers are Commits 1-2 Commits 3-5
correct mistakes mistakes
ATTITUDE Shows enthusiasm, Shows enthusiasm Do not show any
enjoyment and during the activity positive behavior
other positive
behavior during the
activity
SHARING OF Each member 1 or 2 members did 3 or more
IDEAS share ideas to not help members did not
answer the help
problems
MECHANICS Followed all the One or two steps 3 or more steps
steps of the activity were nor followed were nor followed

203
 LEARNING Pre-Calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of the key concepts of circular
Standar function, trigonometric identities, inverse trigonometric function and the
d polar coordinate system.
B. Performa The learners shall be able to formulate and solve accurately situational
nce problems involving circular functions.
Standar
d
C. Learning The learners graph the six circular functions (a) amplitude, (b) period,
Compet and (c) phase shift (PCIIT-IIC-D1)
encies/ 1. Sketch the graph of secant and cosecant functions.
Objectiv 2. Describe the effect of changing the amplitude, period and phase
es shift to the graph of simple secant and cosecant functions.
3. Appreciate the use of geogebra in drawing the graph of circular
function.
II. CONTEN
Graphs of Secant and Cosecant Functions
T
III. LEARNING RESOURCES
A. Referenc
es
1. Teacher’s
Guide Pre-calculus Teacher’s Guide pp. 156-159
Pages
2. Learner’s
Material Pre-calculus Learner’s Guide pp. 154-157
Page
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resource
s
IV. PROCED
URE
Average Learners Advanced Learners

A. Reviewin
g
previous
Recall reciprocal identities of sine How is sine related to cosecant?
lesson or
and cosine. How is cos related to secant?
presentin
g new
lesson

204
 B. Establishi Using the relationships of sine, Can we use the relationships of
ng a cosecant, cosine and secant we can sine, cosecant, cosine and secant
purpose sketch the graph of y=csc x and in sketching the graph of
of the y=secx, cosecant? How?
lesson
C. Presenting Complete the table using y=csc x Complete the table using y=sin x
examples/ and y=secx , y=csc x ,y=cosx and y=secx.
instances of Draw the graph of cosecant and
the new Draw the graph of cosecant and
𝝅 𝝅 𝟓𝝅 𝟕𝝅 𝟑𝝅 𝟏𝟏𝝅
lesson 𝝅 𝝅 𝟓𝝅 𝟕𝝅 𝟑𝝅 𝟏𝟏𝝅
X 0
𝟔 𝟐 𝟔
𝝅
𝟔 𝟐 𝟔
𝟐𝝅
X 0 𝝅 𝟐𝝅
𝟔 𝟐 𝟔 𝟔 𝟐 𝟔
y=si 𝟏 𝟏 𝟏 𝟏
y=si 𝟏 𝟏 𝟏 𝟏 0 1 0 − -1 − 0
0 1 0 − -1 − 0 nx 𝟐 𝟐 𝟐 𝟐
nx 𝟐 𝟐 𝟐 𝟐

y=cs
y=cs
cx
cx
y=co
- -
y=co 0.8 - .8 sx
1 0 .8 .8 0 1
sx 7 1 6
7 7 y=se
y=se cx
cx

secant. Describe the graphs. secant. Describe the graphs.

D. Discussing 1. Use geogebra to sketch the 1. Let the students use
𝑥
New graph of y= 2csc . Let the geogebra to sketch the graph of
2 𝑥
concept students describe the graph y=2 csc and describe it. Let
2
and emphasizing the amplitude and them emphasize the amplitude
practicing period. and period.
new skills 2. Use geogebra to sketch the 2. Let the students use
#1 𝑥
geogebra to sketch the graph of
graph of y= 2csc − 1. Let the
2 𝑥
students describe the graph y=2 csc - 1 and describe its
2
considering the amplitude, period amplitude, period and the
and the location of the graph. location of the graph.

E. Discussing 1. By using GeoGebra sketch the graph of y=2sec 2x, describe and
new explain the similarities and differences to the graph of y = sec x.
concept 2. Through GeoGebra sketch the graph of y=2sec 2x-1, describe
and the graph emphasizing the similarities and differences to the graph
practicing of y=sec x
new skill#2
F. Developing Sketch the graph of the following: Sketch the graph of the following
𝑥
Mastery 1. y= 4 csc x 1. y=csc
𝑥 2
(leads to 2. y= 2csc − 3
2 𝑥
formative 3. y= 2sec 4x 2. y= 3csc − 1
2
assessment
) 3. 3. y= 2sec 4𝑥 − 1
G. Finding
practical
application
of concepts
and skills
on daily
living
H. Making A. How do you sketch the graph of A. How do you sketch the
Generalizati the form: different forms of equation of
on and y=α csc x; cosecant? of secant?
abstraction y=α sec bx; and

205
 s about the y=α sec bx-d?
lesson

I. Evaluating Sketch the graph of the following: Sketch the graph of the
Learning 1. y= 4 csc x following:
2. y= 2 csc 4x 1. y= -2 csc x
3. y= 3 sec 2x+2 2. y= csc 2x+2
3. y= 4 sec 4x-3
J. Additi Sketch the graph of Sketch the graph of
onal 1. y= -3 csc x 1
1. y= csc x
2
activities for 2. y= -2 csc 2x-1 2
application 2. y= - sec 4x+1
3
or
remediation
V. REMARKS
VI. REFLECTION
V. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation
C. Did the remediation
lessons work?

D. No. of learners who

continue require
remediation
E. Which of my teaching
strategies worked
well? Why did it
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. Which innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

206
Presenting Examples
y=cscx

Y=secx

Discussing new concepts

y=2 csc x/2

The period is 4π and the amplitude is 2.

Y=2 csc π/2 -1

New skills #2

207
y=secx y=2 sec 2x

y=2sec2x-1

Developing Mastery
Average Learners
1. y=4 csc x 2. y = 2 csc x/2 -3

2. y = 2 sec 4x

208
Advanced Learners
1. y =csc x/2 2. y= 3csc x/2-1

3. y= 2 sec4x-1

Evaluation
Average Learners
1. y=4 csc x 2. y= 2csc 4x

2. y = 3 sec 2x -1

209
 Advanced Learners
1. y = -2cscx 2. y =csc 2x +2

2. y= 4 sec 4x -2

Additional Activities
Average Learners
1. y = =3 cscx 2. y =-2 sec 2x -1

Advanced Learners
y =1/2 csc x y = -2/3 sex 4x +1

210
 Rubrics for the Activity

Outstanding Very Satisfactory Satisfactory

5 points 3 points 1 point
Information Accuracy Student performed Student Student need to
the activity properly performed the be guided to
and answer almost all activity properly perform the
questions correctly. with minimal activity correctly
guide of the and did not
teacher and answer all the
answers most of questions
the question correctly.
accurately, but
requires some
prompting and
hints.
Participation Student participated Student Student was
actively and participated in the
hesitant to
contributed answers activity and
participate in the
to the questions. contributed some activity and
of the answers tocontributed at
the questions. least one answer
to the questions.
Enthusiasm Student was willing Student was Student was
and eager to eager to forced to
participate in the participate in the participate in the
activity. activity. activity.

211
 LEARNING Pre-Calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of the key
Standard concepts of circular function, trigonometric identities,
inverse trigonometric function and the polar coordinate
system.
B. Performance The learners shall be able to formulate and solve
Standard accurately situational problems involving circular
functions.
C. Learning The learners graph the six circular functions (a) amplitude,
Competencies/ (b) period, and (c) phase shift PCIIT-IIC-D1
Objectives
1. Draw the graph of sine and cosine functions
2. Determine its amplitude and period
3. Draw and describe the graph of sine and cosine of
the form y= a sinx or y=acos x, y=sinbx or cosbx,
y= sin(x+c) or y=cos(x+c) and y= sinx + d or y=
cos+ d .
4. Show cooperation in performing the activity.
II. CONTENT Graphs of Sine and Cosine Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s
Pre-calculus Teacher’s Guide pages 144-177
Guide Pages
2. Learner’s
Pre-calculus Learner’s Material 145-146
Material Page
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
5. Other Learning Pre-calculus by Juan Apolinario C. Reyes
Resources pp.162-173
IV. PROCEDURE
A. Reviewing Review
previous Last time you learned about the domain and range of the
lesson or different circular function.
presenting new Give the domain of sine and cosine functions.
lesson Give the range of sine and cosine functions.
(Teacher gives a circular function and let students identify
the domain and range of the given circular function)
B. Establishing a Since you have known the domain and range of circular
purpose of the function, Let us now sketch its graph.
lesson (Note to the Teacher: Suggested sample questions to be
answered while the lesson is ongoing.)

212
 What will be the amplitude of sine and cosine function?
In the form y=asinx or y=acosx, what is the effect of a?
In the form y=sin bx or y= cosbx, what is the effect of b?
How will you draw the graph when there is phase shift?

C. Presenting In graphing the six circular functions, how will you draw the
examples/ graph when the amplitude and the period vary? How about
instances of when there is phase shift?
the new lesson

Average Learners Advanced Learners

. Give the table of values for

y = sinx and y = cosx. 1. Make a table of values
2. Let the students draw the for y=sinx, y=cosx.
graph and determine the 2. Draw the graph and
highest or lowest value determine the highest or
reached by the curve. lowest point reached by the
(Amplitude) graph.
3. At what arc length did the 3. At what arc length did the
graph repeats? (Period) graph repeats?
(Guide the students in (Guide the students in
drawing the graph showing drawing the graph showing
that the arc length is on the that the arc length is on the
x-axis and the value of sine x-axis and the value of sine
or cosine is on the y-axis). or cosine is on the y-axis).

D. Discussing
New concept Activity 1 (Worksheet 1.1)
and practicing What would be the graph of
Activity 1 (Worksheet 1.1)
new skills #1 y= a sin x and y= a cos x?
To answer that question, do
Complete the table for
the next activity
y=3sinx and y=3cosx.
Draw the graph of y= 3sinx
Draw the graph of each
given the table values
function
Describe the graph.
Describe the graph.
(The graphs are stretched
Students will report to the
horizontally).
class the results of their
group activity.
Students will do the
reporting by group.

E. Discussing Let us use Geogebra in drawing the graph of sine and

new concept cosine functions
and practicing (The teacher will give the instructions in using geogebra.)
new skill #2 For trial draw the graph of y= 4sinx and y= 1/4sinx
Let us determine the effect of b in the equation y=sin bx
or y= cos bx.
(Refer to worksheet 1.2)
Use GeoGebra to draw the graph of sine and cosine
functions of the form y=sin(x+c) or y=cos(x+c) and of the
form y=sinx +d or y=cosx +d.
(Refer to Worksheet 1.3)

213
 F. Developing 1.Draw the graph of y= 2sinx and y=2cosx
Mastery 2.Draw the graph of y= ½ sin x and y= ½cosx
(leads to formative 3. Draw the graph of y =sin4x.
assessment) 4. Draw the graph of y = cos(x-π/2)
5. Draw the graph of y = sinx -2
G. Finding In as much as the sine and cosine functions are periodic,
practical what are some of the applications of periodic motion in
application of your daily life?
concepts and
skills on daily
living
H. Making
Generalization How do you sketch the graph of sine and cosine of the form
and y=a cos x or y=a sin x,
abstractions y = sin(x+c) or y= cos(x+c) and y = sinx +d or y=cosx+d?
about the When is the graph of y=sine and cosine stretched or
lesson compressed?
What is the effect of a to the amplitude of the sine and
cosine function for the equation y=a sinx or y=a cosx?
What is the effect of b to the period of sine and cosine
function for the equation y =sine bx or y = cosbx?
What is the effect of d to the graph of sine and cosine
function?
I. Evaluating Sketch the graph of the following for at Sketch the graph
Learning least 1 cycle of the graph and for one cycle.
determine its range and period Determine the
y =cos x amplitude and
y = 4sin x period
y = sin (x+π) y = ½ sin x
y = cos ½ x +2 y = -2cosx
y= sin(x-π)
y = 2cosx -2
J. Additional Sketch the graph of Sketch the graph
activities for y=-2sinx of
application or y= ½ cos(x-π/2) y= -sin2x
remediation y= cos ½ x – 1/2 y= -cos(x +π)
y= -4 sin x -4
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation
C. Did the
remediation
lessons work?
D. No. of learners
who continue
require
remediation

214
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. Which innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?

215
Worksheet 1.1 Average Learners

𝜋 3𝜋 5𝜋 3𝜋 7𝜋 4𝜋
X 0 𝜋 2𝜋
2 2 2 2

Sinx 0 1 0 -1 0 1 0 -1 0
cosx 1 0 -1 0 1 0 -1 0 1
3sinx 0 3 0 -3 0 3 0 -3 0
3cosx 3 0 -3 0 3 0 -3 0 3

A. Draw and describe the graphs.

B. Determine the period and amplitude of sine and cosine function.
C. What is the relation of the value of a to the amplitude of the graph?

Worksheet 1.1 Advanced Learners

𝜋 3𝜋 5𝜋 3𝜋 7𝜋 4𝜋
X 0 𝜋 2𝜋
2 2 2 2

Sinx
cosx
3sinx
3cosx

A. Complete the table with the values of y=sinx, y=cosx, y=3sinx and y=3cosx and
draw the graph of each.
B. Determine the amplitude and period of sine and cosine function.
C. Give the relation of the value of a to the amplitude of the graph.

Worksheet 1.2
A.
1. Use geogebra to draw the graph of f(x) =sin2x
2. What is the period of f(x)=sin 2x?
3. Describe the graph.
4. What is the relation of the value of b to the period of the graph?
5. Do the same with cos function
B.
1. Use geogebra to draw the graph of f(x) = sin ½ x.
2. What is the period of f(x)= sin ½ x?
3. Describe the graph.
4. What is the relation of the value of b to the period of the graph?
5. Do the same with the cos function.

216
Worksheet 1.3

A. 1. Use GeoGebra to draw the graph of

a. y = sin(x-π/2)
b. y = sin(x+π/2)
2. Describe the graphs.
3. What is the effect of c to the graph of sine function?
4. Do the same with cosine function.

B. 1. Use GeoGebra to draw the graph of

a. y = sinx + 3
b. y = sinx -3
2. Describe the graphs.
3. What is the effect of d to the graph of sine function?
4. Do the same with cosine function.

217
Answer Key
Presenting Examples

Activity 1.1
Average Learners

y=3sinx

y=3cosx

1. The graphs have the same shape as f(x) = sin x and f(x) = cos x.
2. The period is still 2π but the amplitude changes to 3.

218
 A. .Advance Learners

A. The value of a in the form of equation f(x) = a sinx or f(x) = a cos x tells us the
amplitude of the graph.

Worksheet 1.2
Average Learners

A. y= sin2x

1. The period is π.
2. The graph is compressed horizontally.

219
 y=cos2x

1. The period is π.
2. The graph is compressed horizontally

B. y=sin ½ x

1. The period is 4π.

2. The graph is stretched horizontally.

y=cos ½ x

1. The period is 4π.

2. The graph is stretched horizontally.

220
Worksheet 1.3
A.
a. y=sin(x-π/2)

𝜋
The graph of y=sin (x- ) is the same as that of y=sin x only it is shitted π/2 units to
2
the right.
b.y=sin(x+π/2)

𝜋
The graph of y=sin (x+ ) is the same as that of y=sin x only it is shitted π/2 units to
2
the left.
y=cos(x-π/2)

𝜋
The graph of y=cos (x- ) is the same as that of y=cos x only it is shitted π/2 units to
2
the right.

y=cos(x+π/2)

𝜋
The graph of y=cos (x+ ) is the same as that of y=cos x only it is shitted π/2 units to
2
the left.

221
B.
a.y=sinx +3

The graph of y=sinx + 3 is the same as that of y=sinx x only it is shitted 3 units
upward.

b.y=sinx -3

The graph of y=sinx - 3 is the same as that of y=sinx only it is shitted 3 units
downward.

y=cosx + 3

The graph of y=cosx + 3 is the same as that of y=cosx only it is shitted 3 units
upward.

222
y=cosx-3

The graph of y=cosx - 3 is the same as that of y=cosx only it is shitted 3 units
downward.

Developing Mastery
1. y=2sinx

y=2cosx

2. y=1/2 sinx

y= 1/2cosx

223
3. y=4sinx

4. y=cos(x-π/2)

5. y=sin x-2

Evaluating Learning
Average Learners
1. y=cosx

2. y=4sinx

224
3. y=sin(x+π)

4. y=cos½ x +2

Advance Learners
1. y=1/2sinx

2. y= -2cosx

3. y=sin (x-π)

225
4. y=2cosx -2

Additional Activities
Average Learners
1. y=-2sinx

2. y =1/2cos (x-π/2)

226
 3. y=cos1/2x -1/2

Advance learners
1. y= -sin2x

2. y = -cos(x+π)

3. y=-4sinx -4

227
 Rubrics for the Activity

Excellent Good Poor

5 points 3 points 1 point
Information Accuracy Student performed Student Student need to
the activity properly performed the be guided to
and answer almost all activity properly perform the
questions correctly. with minimal activity correctly
guide of the and did not
teacher and answer all the
answers most of questions
the question correctly.
accurately, but
requires some
prompting and
hints.
Participation Student participated Student Student was
actively and participated in the
hesitant to
contributed answers activity and
participate in the
to the questions. contributed some activity and
of the answers tocontributed at
the questions. least one answer
to the questions.
Enthusiasm Student was willing Student was Student was
and eager to eager to forced to
participate in the participate in the participate in the
activity. activity. activity.

228
 LEARNING Pre-calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of the key concepts of
Standard circular function, trigonometric identities, inverse trigonometric
function and the polar coordinate system.
B. Performan The learners shall be able to formulate and solve accurately
ce situational problems involving circular functions.
Standard
C. Learning The learners graph the six circular functions (a) amplitude, (b)
Competen period, and (c) phase shift -PCIIT-IIC-D-I
cies/
Objectives Draw the graph of tangent and cotangent functions.
Determine its period & amplitude and phase shift.
Describe the graph of different forms of equations of tangent and
cotangent.
Appreciate the use of technology in graphing circular function.
II. CONTENT Graphs of Tangent and Cotangent Functions
III.LEARNING
RESOURCES
A. References
1.Teacher’s
Pre-calculus Teacher’s Guide Pages 160-163
Guide Pages
2.Learner’s
Pre-calculus Learner’s Material 158-160
Material Page
3.Textbook Pages
4.Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Pre-calculus by Juan Apolinario C. Reyes pages 182-193
Resources
IV. PROCEDURE Average Learners Advanced Learners
A .Reviewing Review: How do the amplitude, period
previous lesson or Compare the graph of y=2 csc and phase shift of the graph of
presenting new 4x-1 to y= csc x with respect to cosecant and secant change?
lesson the amplitude, period and phase
shift?

B. Establishing a Do you think the change in amplitude, period and phase shift can
purpose of the be applied in tangent and cotangent functions?
lesson
C. Presenting Complete the table with the What is tangent? cotangent?
examples/ correct values using the To further understand these two
instances of the definition of tangent and circular functions, complete the
new lesson cotangent then sketch the graph. table with the correct values and
sketch the graph of tan and cot.

229
 𝜋 𝜋 𝜋 𝜋 𝜋 𝜋
𝜋 𝜋
x 0 𝜋 x 0 𝜋
6 4 3 2 6 3
4 2
y=sin 1 √3 y=sin 1 √3
0 √2 1 0 0 √2 1 0
x 2 2 x 2 2
y=cos √3 1 - y=co √3 1 -
1 √2 0
sx
1 √2 0
x 2 2 1 2 2 1
y=tan √3 y=tan √3
0 1 √3 ∝ 0 0 1 √3 ∝ 0
x 3 x 3
y=cot √3 y=cot √3
∝ √3 1 0 ∝ ∝ √3 1 0 ∝
x 3 x 3
D. Discussing Showing the graph of Showing the graph of
New concept y=tanx
and practicing
new skill #1

y=tanx
Determine the amplitude and
period of tan function.

1. Identify the amplitude (no amplitude with a period of

(highest point) reached by the 𝜋)
graph? (no amplitude)
2. Determine the period of the Graph of cotangent
graph.(𝜋) Determine
the
Graph of cotangent amplitude
and
period of
cotangent
function.
(no
amplitude)
(The period is π.)

1. What is the amplitude

(highest or lowest point)
reached by the graph?
(no amplitude)
2. What is the period the
graph? (𝜋)
E. Discussing Show to class the graph of Let the students use GeoGebra
𝑥
new concept and y=1/2 tan 2x and y=2cot using to sketch the graph of y=1/2 tan
3
practicing new GeoGebra. 2x and y=2cot x/3.
skill #2 𝟏
Let the students describe and Both 𝒚 = 𝐭𝐚𝐧 𝟐𝒙 and 𝒚 =
𝟐
compare the graph of the given 𝒙
𝟐 𝐜𝐨𝐭 are in the form of
𝟑
equations to the graph of y=tanx
𝒚 = 𝒂 𝐭𝐚𝐧 𝒃𝒙 and 𝒚 = 𝒂 𝐜𝐨𝐭 𝒃𝒙
and y= cotx.
Where:

230
 1
Graph of y= tan 2x 𝒂 – the coefficient of the
2
function (not an amplitude)
𝒃 – the coefficient of 𝒙
(length of the period)
For 𝒂,
if |𝒂| > 𝟏, the curve
becomes straighter or less
curved.
if 𝟎 < |𝒂| < 𝟏, the curve
𝑥 becomes less straighter or
Graph of y=2cot
3 more curved.
For 𝒃,
𝝅
𝑷=
𝒃

if |𝑏| ≥ 1, 𝐏 ≤ 𝝅.

if 0 < |𝑏| < 1, 𝐏 > 𝝅

𝟏
Both 𝒚 = 𝐭𝐚𝐧 𝟐𝒙 and
𝟐
𝒙
𝒚= 𝟐 𝐜𝐨𝐭 are in the form of
𝟑
𝒚 = 𝒂 𝐭𝐚𝐧 𝒃𝒙 and
𝒚 = 𝒂 𝐜𝐨𝐭 𝒃𝒙
Where:
𝒂 – the coefficient of the
function (not an amplitude)
𝒃 – the coefficient of 𝒙
(length of the period)
For 𝒂,
if |𝒂| > 𝟏, the curve
becomes straighter or less
curved.
if 𝟎 < |𝒂| < 𝟏, the curve
becomes less straighter or more
curved.
For 𝒃,
𝝅
𝑷=
𝒃

if |𝑏| ≥ 1, 𝐏 ≤ 𝝅.

if 0 < |𝑏| < 1, 𝐏 > 𝝅

231
F. Developing Sketch the graph of Sketch the graph of y=tan(x/4)
Mastery y=cot(-x) on the interval on the interval (-2𝜋, 2𝜋)
(leads to (-𝜋, 𝜋)
formative
assessment)
G. Finding
practical
application of
concepts and
skills on daily
living
H. Generalization How do you sketch the graph of Discuss the period, amplitude,
and abstractions tangent and cotangent how to sketch the graph of the
about the lesson functions? tangent and cotangent functions
What is its amplitude and and the ways to determine the
period? period of the form y=atanbx or
How do you determine the period y= acotbx.
of tangent and cotangent of the
form y=atanbx or y= acotbx?
I. Evaluating Sketch two periods of the Sketch the following functions
Learning following functions and and identify the period and
determine the amplitude and amplitude:
period : y=cot 2x
1 y=-tanx
y=tan( )x
2
y=2cot x
J. Additional Sketch the graph of the following Sketch the graph of the following
activities for functions: functions:
application or y=tan3x y=cot x-1
remediation y=cot2x y=2cot 4x

V. Remarks
VI. Reflection
VII. Others
A. No. of learners who
earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation
C. Did the remediation
lessons work?

232
D. No. of learners who
continue require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. Which innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

233
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts
Standards: of circular functions, trigonometric identities, inverse
trigonometric functions and polar coordinate system.

B. Performance The learners shall be able to formulate and solve

Standards: accurately situational problems involving circular
functions.

C. Learning The learners solve problems involving circular functions.

Competencies/ STEM_PC11T-IId-2
Objectives
5. Solve problems involving circular function,
6. Apply circular function in real life situation
7. Cooperates actively in participating in the activity.

II. CONTENT Circular Function and Its Real Life Applications

III. LEARNING
RESOURCES
B. References LM STEM_PC11T-IId-2

1. Teacher’s Guide
Pages

2. Learner’s pp.144
Materials Pages

Text book Pages Algebra and Trigonometry 2nd Edition by James Stewart
et.al pp.527-541

Additional
Materials from
Learning
resources(LR)Port
al
B. Other Learning
Resources
IV PROCEDURES Advance Learners Average Learners
A. Reviewing Previous Review:
Lesson or
Presenting New The teacher will ask the following questions:
Lesson Do you know how fast your heart beats?
How about the alternating current flowing in the circuit or
wire, are you aware of how fast it travel at a certain time?
Do you know that those variables can be represented by
graph?

234
 (The teacher may show sample of graph and lead that in
introducing period to the class.)
ECG-Electrocardiogram

Graph of alternating current

Integration:
1 period constitute 1 complete cycle and also equal to 1
revolution and 360 electrical degrees.
(The teacher will relate the motivation to the real life
application of circular function)
The teacher will present the words to be defined needed
to solve problems involving circular function.
Terms: A.Cycle B. Phase Shift C. Amplitude
D. Frequency

B. Establishing a Trivia 101 Harmonic Motion

Purpose for the Repetitive or periodic behavior is common in nature. As
Lesson an example, the time telling device known as sundial is
a result of the predictable rising and setting of the sun
everyday. It consists of a flat plate and a gnomon. As the
sun moves across the sky, the gnomon casts a shadow
on the plate, which is calibrated to tell the time of the day.

235
 Periodic motions are usually modeled by either sine or
cosine function, and are called simple harmonic
motions. Unimpeded movements of objects like
oscillation, vibration, rotation, and motion due to water
waves are real-life occurrences that behave in simple
harmonic motion

C.Presenting The teacher will give an example on how Circular

Examples/Instances Function Apply in Real World
of the Lesson Let’s Solve it an Example
A weight is suspended from a spring and is moving up
and down in a simple harmonic motion. At start, the
weight is pulled down 5 cm below the resting position, and
then released. After 8 seconds, the weight reaches its
highest location for the first time. Find the equation of the
motion.

236
 Analysis
The teacher explain the steps and the process of problem
solving.
Solution. We are given that the weight is located at its
lowest position at t = 0; that is, y = −5 when t = 0.
Therefore, the equation is y = −5cosbt. Because it took
the weight 8 seconds from the lowest point to its
immediate highest point, half the period is 8 seconds.

D. Discussing New Activity 1 “Solve Me”

Concepts and The teacher will group the class into 2 Groups, each
Practicing New group will choose 1 problem and will solve using the guide
Skills#1 questions below)
Guide questions:
1.What is being asked?
2. What are given in the problem?
3. How did you find your answer?
( Let the students answer the Activity in 15 minutes)
Group 1 Group 2
Suppose you ride a Ferris A signal buoy in Laguna
wheel. The lowest point of Bay bobs up and down with
the wheel is 3 meters off the the height h of its
ground, and its diameter is transmitter (in feet) above
20 m. After it started, the sea level modeled by h(t) =
Ferris wheel revolves at a asinbt+d at time t (in
constant speed, and it seconds). During a small
takes 32 seconds to bring squall, its height varies
you back again to the riding from 1 ft to 9 ft above sea
point. After riding for 150 level, and it takes 3.5
seconds, find your seconds from one 9-ft
approximate height above height to the next. Find the
the ground. values of the constants a,
b, and d.

E. Discussing New Problem no. 1

Concepts and Solution. We ignore first the fixed value of 3 m off the
Practicing New ground, and assume that the central position passes
Skills#2 through the center of the wheel and is parallel to the
ground. Let t be the time (in seconds) elapsed that you
have been riding the Ferris wheel, and y is he directed
distance of your location with respect to the assumed
central position at time t. Because y = −10 when t = 0, the
appropriate model is y = −10cosbt for t ≥ 0. Given that the
Ferris wheel takes 32 seconds to move from the lowest
point to the next, the period is 32.

237
 Problem no.2

F. Developing Mastery The teacher will give another problem leading to

(Leads To Formative Formative assessment.)
Assessment 3) A variable star is a star whose brightness fluctuates as
observed from Earth. The magnitude of visual brightness
of one variable star ranges from 2.0 to 10.1, and it takes
332 days to observe one maximum brightness to the next.
Assuming that the visual brightness of the star can be
modeled by the equation y = asinb(t−c) + d, t in days, and
putting t = 0 at a time when the star is at its maximum
brightness, find the constants a, b, c, and d, where a,b >
0 and c the least nonnegative number possible.

G. Finding Practical
application of
Concepts and skills
in Daily Living
H. Making Abstraction:
Generalization and The teacher will assign question/task for every group.
Abstraction about
the lesson

Group 1 Group 2
What are the steps in What mathematical skills
solving circular functions? are needed in solving
circular functions?

238
 Group 3
Give me at least 2
examples which circular
function is involve.
I. Evaluating Learning Assessment: A mass is attached to a
Solve the following spring, and then pulled and
problem. released 8 cm below its
A point P in simple resting position at the start.
harmonic motion has a If the simple harmonic
frequency of 1 2 oscillation motion is modeled by y =
per minute and amplitude acos 1 10(t−c), where a > 0,
of 4 ft. Express the motion c the least nonnegative
of P by means of an such number, and t in
equation in the form d = a seconds, find the location
sine bt of the mass 10 seconds
later.
J. Additional Activities Agreement:
for Application or Research at least 3 examples or problems which involve
Remediation circular functions and present to the class.

V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learner have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
cam help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers.

239
 LEARNING Pre-Calculus
SCHOOL AREA/SUBJECT
TEACHER WEEK/DAY

I.OBJECTIVES
A. Content The learners demonstrate an understanding of the key
Standards concepts of circular functions and trigonometric identities
B. Performance The learners shall be able to apply appropriate trigonometric
Standards identities in solving situational problems
C. Learning The learners determine whether an equation is an identity or
Competencies a conditional equation (STEM_PC11T-IIe-1)
/Objectives
1. Determine whether an equation is an identity or a
conditional equation

II. CONTENT FUNDAMENTAL IDENTITIES

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials pp. 171 - 174
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.facebook.com/groups/227043891275441/?ref=g
Resources roup_browse
IV.PROCEDURES

Perform the given activity: “Guess Me”

A. Reviewing
previous
lesson or
presenting the
new lesson

Recall the definition of equation and domain of the

expression/equation. Give examples.

B. Establishing The students will be given an activity with two different

a purpose for equations on the board, the students will be going to replace
the lesson x by a given value and the students will analyze if that certain
value is correct for both sides of the two equations. (Activity
#1)

240
 Ask the students the following questions:

1. What mathematical concepts or method did you apply to

find the solution and make your conclusion?
2. Which equation did you find true for any value of x?
3. Which equation did you find not true for some given value
of x?

The teacher will introduce the word identity and conditional.

C. Presenting The equation 2x – 8 = 4 is a CONDITIONAL EQUATION.

examples/ What happens when you try to solve the equation?
instances of
the new The equation 4(x + 3) = 4x + 12 is an example of IDENTITY.
lesson What happens when you try to solve the equation?

State the definition of a conditional equation and an identity.

Activity # 2: Identity or Not!

D. Discussing New Instruction: Divide the students into 5 groups. The teacher will
Concepts and provide an envelope consisting of different kinds of equations.
Practicing New Skills The group will identify if each equation is an identity or
#1 conditional equation. The group that have the most number of
correct answers will win the game/activity.

Some trigonometric equations are also identities:

E. Discussing new Verify if the following equation is an identity or a conditional
concepts and equation
practicing new skills sin 𝑥
1. = tanx 2. sin²𝜃 + 𝑐𝑜𝑠²𝜃 = 1
cos 𝑥
#2
Possible answers:
Assign angle value for sinx,cosx, and tanx
sin 300
1. = tan300 2. sin²𝜃 + 𝑐𝑜𝑠²𝜃 = 1
cos 300
1
√3 1 √3
2
√3
= ( )2 + ( )2 = 1
3 2 2
2
√3 √3 1 3
= + =1
3 3 4 4
Identity 1 = 1, Identity

F. Developing Think- Pair and Share

mastery Make an identity equation and conditional equation using x,
(Leads to 2x, 3x, and numbers 2,3 and 4. Each equation must have
Formative numbers and variables on it.
Assessment 3) The first pair to complete 1 correct identity equation and 1
correct conditional equation will win the activity.

G. Finding Practical Write your reflection about a situation that you heard or
Applications of encountered the word identity or conditional
Concepts and Skills
in Daily Living

241
H. Making  An identity is an equation that is true for all values of the
generalizations and variable in the domain of the equation.
abstractions about  An equation that is not an identity is called a conditional
the lesson equation
I. Evaluating learning Solve each equation and identify if it is identity or conditional
equation.
1. 2x + 3x = 5x
2. 2x – 4 = 2(x – 2)
3. 4 + 2x = 12
4. 4x – 7 = 4(x – 1) – 3
5. 2x2 – 70 = 2

Answers:
1. identity 4. identity
2. identity 5. Conditional equation
3. Conditional equation
J. Additional activities Derive trigonometric identities using +,-,*,/ and 6 trigonometric
for application or functions and their squares.
remediation
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use or discover
which I wish to share
with other teachers?

242
 Activity # 1

No. Equation If x = 2 True or If x = 3 True or If x = 4 True or

False False False
1 3x + x = 4x ___ = ___ ___ = ___ ___ = ___
2 5x = 10 ___ = ___ ___ = ___ ___ = ___

Activity # 1

No. Equation If x = 2 True or If x = 3 True or If x = 4 True or

False False False
1 3x + x = 4x 8=8 true 12 = 12 true 16 = 16 true
2 5x = 10 10 = 10 true 15 = 10 false 20 = 10 false

Activity # 2
Determine whether the following equation is an identity or conditional equation.
1. (x + 1)2 = x2 + 2x + 1
2. 3x + 5 = 11
3. 2x = x + 3
𝑥+2 2𝑥+4
4. =
4 8

5. x2 – 9 = (x + 3)(x – 3)
6. 3(2x – 1) = 2(3x – 2) + 1
7. 2(x – 1) + 8 = 4x – 20
8. 3x + 5 = 3(x + 1) + 2
Answer for Act. #2
1.identity 5. identity
2.Conditional equation 6. identity
3.Conditional equation 7. Conditional equation
4.identity 8. identity

243
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the key
concepts of circular functions, trigonometric identities,
inverse trigonometric functions, and the polar coordinate
system.
B. Performance The learners shall be able to apply appropriate
Standard trigonometric identities in solving situational problems.

C. Learning The learners derive the fundamental trigonometric

Competencies/ identities. STEM-PC11T-IIe-2
Objectives
1. Derive the fundamental trigonometric identities
2. Simplify trigonometric expression using
fundamental identities
3. Appreciate the value of cooperation in group
activities
II. CONTENT Fundamental Trigonometric Identities
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Page 180-183
2. Learner’s Materials Page 174-176
pages
3. Textbook pages
4.Additional Materials from
Learning Resource Portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous Recall on SOH-CAH-TOA
lesson or presenting new (sine) S = O (opposite)
lesson H (hypotenuse)
H
O (cos) C = A (adjacent)
Ꝋ H (hypotenuse)
A
(tan) T = O (opposite)
A (adjacent)

B. Establishing a purpose Relate SOH-CAH-TOA in unit circle

for the lesson In unit circle the hypotenuse is 1,
the length of the opposite side of Ꝋ is
equal to the y coordinate.
the length of the adjacent side of Ꝋ is
equal to the x coordinate.

244
 therefore we have:
Sine = y = y
P(x,y) 1
Cos = x = x
Ꝋ 1
Tan = y
x

C. Presenting examples/ Divide the Advance Divide the Average

instances of the new lesson Learners in two groups Learners in two groups

Grroup 1: Group1:
Guide Questions: Guide Questions:
1.Can you state the 1.If P(x,y) is the terminal
Pythagorean theorem? point on the unit circle
(ans: a2 + b2 = c2) corresponding to Ꝋ, what is
2. From the triangle formed the value of sin Ꝋ,
in a unit circle, applying the csc Ꝋ, tan Ꝋ, cos Ꝋ,
Pythagorean theorem, sec Ꝋ and cot Ꝋ?
what is the result? (ans: sin Ꝋ = y/1 = y
(ans: y2 + x2 = 12 csc Ꝋ = 1/y
y2 + x2 = 1 tan Ꝋ = y/x
or x2 + y2 = 1) cos Ꝋ = x/1 = x
3. Since cos Ꝋ = x and sec Ꝋ = 1/x
sin Ꝋ = y, what will cot Ꝋ = x/y)
be the result if you 2. From your answers in
substitute it from your no.1 which pair of
answer in no.2? trigonometric function are
(ans: sin2 Ꝋ + cos2 Ꝋ = 1) reciprocal to each other?
4.From your answer in no. (ans: csc Ꝋ = 1
3 what do you get if both Sin Ꝋ
sides are divided by sec Ꝋ = 1
cos2 Ꝋ ? cos Ꝋ
(ans: cot Ꝋ = 1
sin2 Ꝋ + cos2 Ꝋ = 1 tan Ꝋ
cos2 Ꝋ cos2 Ꝋ 3. What do we call this
sin2 Ꝋ + cos2 Ꝋ = 1 three identities?
cos2 Ꝋ cos2 Ꝋ cos2 Ꝋ (ans: Reciprocal
Identities)
tan2 Ꝋ + 1 = sec2 Ꝋ )
Group 2:
5.From your answer in no. Guide Questions:
3 what do we obtain if both 1.If P(x,y) is the terminal
sides are divided by point on the unit circle
sin2 Ꝋ ? corresponding to Ꝋ, what is
(ans: the value of sin Ꝋ,
sin2 Ꝋ + cos2 Ꝋ = 1 csc Ꝋ, tan Ꝋ, cos Ꝋ,
sin2 Ꝋ sin2 Ꝋ sec Ꝋ and cot Ꝋ?
(ans: sin Ꝋ = y/1 = y
sin2 Ꝋ + cos2 Ꝋ = 1 csc Ꝋ = 1/y
sin Ꝋ sin Ꝋ
2 2
sin Ꝋ
2
tan Ꝋ = y/x
cos Ꝋ = x/1 = x
1 + cot2 Ꝋ = csc2 Ꝋ ) sec Ꝋ = 1/x
cot Ꝋ = x/y

245
 6. What do we call these 2. From your answers in
identities derived from no.1,if sin Ꝋ = y
using Pythagorean cos Ꝋ = x
theorem? tan Ꝋ = y/x
sin2 Ꝋ + cos2 Ꝋ = 1 cot Ꝋ = x/y
tan2 Ꝋ + 1 = sec2 Ꝋ then what will be tan Ꝋ in
1 + cot2 Ꝋ = csc2 Ꝋ terms of sin and cos?
(ans: Pythagorean (ans: tan Ꝋ = sin Ꝋ
Identities) cos Ꝋ )
What about cot Ꝋ?
Group 2: (ans: cot Ꝋ = cos Ꝋ
Guide Questions: sin Ꝋ
1.Recall on the past
lessons on graph of The identities derived are
y = sin x and y = cos x. called Quotient Identities.
From the graphs of sine
and cosine function, What
is the equivalent of
sin (- Ꝋ) = _____
cos (- Ꝋ) = _____
(Ans: sin (- Ꝋ) = - sin Ꝋ
cos (- Ꝋ) = cos Ꝋ )

2. From your answer in

no.1, what is the equivalent
for tan (- Ꝋ)?
(Ans:
tan (- Ꝋ) = sin (- Ꝋ)
cos (- Ꝋ)
tan (- Ꝋ) = - sin Ꝋ
cos Ꝋ
tan ( - Ꝋ) = - tan Ꝋ

From sin (- Ꝋ) = - sin Ꝋ

and cos (- Ꝋ) = cos Ꝋ,
tan ( - Ꝋ) = - tan Ꝋ was
derived, known as the
Even-Odd Identities.

D. Discussing new Using the fundamental identities we solve/simplify

concepts and practicing trigonometric expression:
new skills. #1
1. tan Ꝋ cos Ꝋ 2. cos Ꝋ
sin Ꝋ cot Ꝋ

Solution:
1. tan Ꝋ cos Ꝋ = sin Ꝋ/cos Ꝋ cos Ꝋ = sin Ꝋ = 1
sin Ꝋ sin Ꝋ sin Ꝋ

2. cos Ꝋ = cos Ꝋ = sin Ꝋ

cot Ꝋ cos Ꝋ/ sin Ꝋ
E. Discussing new Presenting more examples.
concepts and practicing 1. Simplify cos2 Ꝋ + cos2 Ꝋ tan2 Ꝋ
new skills. #2

246
 Solution:
cos2 Ꝋ + cos2 Ꝋ tan2 Ꝋ = (cos2 Ꝋ)( 1 + tan2 Ꝋ)
= cos2 Ꝋ sec2 Ꝋ
= 1
2.Solve: if sin Ꝋ = - ¾ and cos Ꝋ > 0. Find cos Ꝋ
Solution:
Using the identity sin2 Ꝋ + cos2 Ꝋ = 1 with cos Ꝋ > 0.
We have

Cos Ꝋ = √ 1-sin2 Ꝋ = √1 – (-3/4)2 = √7 /4

F. Developing Mastery Seat Work:

Use the identities to solve each trigonometric
expression:
a. sin Ꝋ + 1 + cos Ꝋ a. 1 + tan x
1 + cos Ꝋ sin Ꝋ 1 + cot x

b. tan y + cot y b. 1 - cos2 Ꝋ

sec y csc y 1 + sin Ꝋ
(Ans: pls refer to TG) (Ans: pls refer to TG)
G. Finding Practical
application of concepts and
skills in daily living
H. Making generalizations Guide Question:
and abstraction about the 1. What are the fundamental identities?
lesson 2. How do fundamental identities derived?
3. How do we simplify trigonometric expressions using
the fundamental identities?
I. Evaluating Learning A. Show how the following fundamental identities was
derived:
1. sin2 Ꝋ + cos2 Ꝋ = 1
2. tan2 Ꝋ + 1 = sec2 Ꝋ
3. 1 + cot2 Ꝋ = csc2
4. tan (- Ꝋ) = - tan Ꝋ
5. tan Ꝋ = sin Ꝋ
cos Ꝋ
Simplify the following Trigonometric Expression
1. tan y + cot y 2. 1 – cos2 Ꝋ
sec y csc y 1 + sin Ꝋ
(Ans: pls. refer to TG)
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner have
caught up with the lesson.

247
D. No. of learners who
continue to require
remediation
E. Which of my strategies
worked well? Why did it
work?
F. What difficulties did I
encounter which my
principal or supervisor cam
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers.

248
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of key
Standard concepts of trigonometric identities.
B. Performance The learner shall be able to apply appropriate trigonometric
Standard identities in solving situational problems.
C. Learning The learners derive trigonometric identities involving sum
Competencies/ and difference of angles (STEM_PC11T-IIe-3)
Objectives 1. illustrate unit circle
Write the LC 2. apply pythagorean identities and distance formula
code for each to derive trigonometric identities
3. derive trigonometric identities involving sum and
difference of angles
II. CONTENT SUM AND DIFFERENCE IDENTITIES
III. LEARNING
RESOURCES
C. References
1. Teacher’s Pre-Calculus Teaching Guide, pp. 193 - 200
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning Pre-Calculus, John Gabriel P. Pelias, pp. 130
Resources
IV. PROCEDURES Advance Learners Average Learners
A. Reviewing 1. What are the quotient I. Match column A with
previous identities? column B to complete the
lesson or Quotient, Even-Odd, and
presenting 2. How about the even-odd Pythagorean identities.
new lesson identities? Column A Column B
1. tan 𝜃 = a. -sin 𝜃
3. Determine the cos 𝜃
2. cot 𝜃 = b.
Pythagorean Identities. sin 𝜃
sin 𝜃
3. sin (−𝜃) = c.
cos 𝜃
4. What is the Distance 4. cos (−𝜃) = d. –tan 𝜃
Formula? 5. tan (−𝜃) = e. cos 𝜃
6. sin 𝜃+cos 𝜃= f. sec2 𝜃
2 2

Distance Formula 7. tan2 𝜃+1= g. 1

2
d=√(𝑥2 − 𝑥1 ) + (𝑦2 − 𝑦1 ) 2 8. 1 + cot2 𝜃= h. 0
i. csc2 𝜃
II. What is the Distance
Formula?

249
 Distance Formula
d=√(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

Expected Answer:
(c, b, a, e, d, g, f, i)

B. Establishing a The students will be able to derive trigonometric identities

purpose for the aside from the identities that we derived from the previous
lesson lesson, there are other trigonometric identities we can be
derived. But this time we will use our knowledge of
Pythagorean identities and distance formula to derive
other identities.
C. Presenting Consider the unit circle with points C = (1,0), P 1, P2, P3,
examples/ and A and B with corresponding angles shown in the given
instances of figure.
the new lesson

Figure 1

Let the students apply the Distance Formula to show

P1P2 and CP3.

Expected Answer:
P1P2 = √(cos 𝐴 − cos 𝐵)2 + (sin 𝐴 − sin 𝐵)2

CP3 = √[cos(𝐴 − 𝐵) − 1]2 + [sin(𝐴 − 𝐵) − 0)2

From this situation, the sum and difference can be derived.

250
D. Discussing GROUP ACTIVITY:
new concepts
and practicing Divide the class into three (3) groups. Each group will
new skills #1 answer all the three (3) activities on derivation of
trigonometric identities involving sum and difference of
angles. The group 1 must present their output on the first
activity, group 2 for the second activity, and group 3 for the
third activity.

Rubric for the derivations of trigonometric identities

involving sum and difference of angles.

4 points Trigonometric identities involving sum and

difference of angles are accurately and
correctly derived.
3 points Trigonometric identities involving sum and
difference of angles are accurately derived
but not all are correctly established due to
simple computational error.
2 points Trigonometric identities involving sum and
difference of angles are derived but are
not correctly established.
1 point Trigonometric identities involving sum and
difference of angles are derived but it
would not lead to a correct derivation.

(8 minutes)

Activity 1: Activity 1:
The Cosine Difference The Cosine Difference
and Sum Identities and Sum Identities
a. From the given unit circle, a. From the given unit
P1P2 = CP3. Equate the two circle, P1P2 = CP3. Equate
expressions and expand the the two expressions and
squares. expand the squares.
(cos 𝐴 − cos 𝐵)2 + (sin 𝐴 −
b. Apply the Pythagorean sin 𝐵)2 = [cos(𝐴 − 𝐵) − 1]2 +
[sin(𝐴 − 𝐵) − 0)2
identity cos2 𝜃+sin2 𝜃=1.
b. Apply the Pythagorean
c. Replace B with –B, and
identity cos2 𝜃+sin2 𝜃=1.
apply the even-odd
identities.
c. Replace B with –B, and
apply the even-odd
identities.

𝜋
E. Discussing In the Cosine Difference Identity, if we let A = , we get
2
new concepts
and practicing 𝜋 𝜋 𝜋
new skills #2 cos ( − 𝐵)= cos( ) cosB + sin( ) sinB
2 2 2
= (0) cos B + (1) sin B
= sin B

251
 𝜋
From this identity, if we replace B with − 𝐵, we have
2

𝜋 𝜋 𝜋
cos [ − ( − 𝐵)]= sin ( − 𝐵)
2 2 2
𝜋
cos B = sin ( − 𝐵)
2

As for the tangent function, we have

𝜋
𝜋 sin( 2 −𝐵)
tan ( − 𝐵)= 𝜋
2 cos( 2 −𝐵)
cos 𝐵
=
sin 𝐵
= cot B

(Note: Involve the students in the discussion)

Cofunction Identities
𝜋 𝜋
cos ( − 𝐵) = sin B sin ( − 𝐵) = cos B
2 2

𝜋
tan ( − 𝐵) = cot B
2

(8 minutes)

Activity 2: Activity 2:
The Sine Sum and The Sine Sum and
Difference Identities Difference Identities
a. Use the first two a. Use the first two
cofunction identities to cofunction identities to
derive the identity for sin derive the identity for sin
(A+B), and then use the (A+B), and then use the
difference and sum difference and sum
identities of cosine. identities of cosine.
𝜋 𝜋
sin(𝐴 + 𝐵) = 𝑐𝑜𝑠 ( − (𝐴 + 𝐵)) sin(𝐴 + 𝐵) = 𝑐𝑜𝑠 ( − (𝐴 + 𝐵))
2 2

b. Replace B with –B, and b. Replace B with –B, and

apply the odd-even apply the odd-even
identities. identities.

252
F. Developing (8 minutes)
Mastery
Activity 3: Activity 3:
The Tangent Sum and The Tangent Sum and
Difference Difference

a. Use the sum identities for a. Use the sum identities for
sine and cosine, where sine and cosine, where
𝒔𝒊𝒏 (𝑨 + 𝑩) 𝒔𝒊𝒏 (𝑨 + 𝑩)
𝒕𝒂𝒏 (𝑨 + 𝑩) = 𝒕𝒂𝒏 (𝑨 + 𝑩) =
𝒄𝒐𝒔 (𝑨 + 𝑩) 𝒄𝒐𝒔 (𝑨 + 𝑩)
b. Divide the numerator and b. Divide the numerator and
denominator by denominator by cos x cos y
cos x cos y
c. Replace B by –B. Use the c. Replace B by –B. Use
even-odd identity the even-odd identity
tan(-𝜃)=-tan 𝜃 tan(-𝜃)=-tan 𝜃

G. Finding Leaning on the Leaning Pole

practical Problem: A ladder rests on a leaning vertical (supposedly!)
application of flagpole. The flagpole leans in such a way that its slope is
concepts and 1
3. Meanwhile, the ladder is leaning with slope . Find the
2
skills in daily
acute angle between the ladder and the pole.
living
What trigonometric identity must be applied to the
problem?
(Tangent Difference Identity)

Expected Answer:
Let 𝛼 and 𝛽 be the angles made with the horizontal by the
ladder and the pole:

Note that by the Exterior-Angle Theorem, the angle is

𝛽 − 𝛼. Now, note this important relationship of a line’s
angle 𝜃 with the horizontal and its slope m: since both
represent the familiar “rise over run”, we must have:
tan 𝜃 = m
1
Thus, tan 𝛼 = , and tan 𝛽 = 3. By the difference identity for
2
tangent,
1 5
𝑡𝑎𝑛𝛽−𝑡𝑎𝑛𝛼 3−2 2
tan (𝛽 − 𝛼) = = = 5 =1
1+𝑡𝑎𝑛𝛽𝑡𝑎𝑛𝛼 1+3(1)
2 2
Now with 𝛽 − 𝛼 acute, then 𝛽 − 𝛼 = 45°.

253
 H. Making What are the trigonometric identities involving sum and
generalizations difference of angles?
and
abstraction Expected Answers:
about the Cosine Difference Identity
lesson cos (A – B) = cos A cos B + sin A sin B
Cosine Sum Identity
cos (A + B) = cos A cos B - sin A sin B
Cofunction Identities
𝜋 𝜋
cos ( − 𝐵) = sin B , sin ( − 𝐵) = cos B
2 2
𝜋
tan ( − 𝐵) = cot B
2
Sine Sum Identity
sin (A + B) = sin A cos B + cos A sin B
Sine Difference Identity
sin (A - B) = sin A cos B - cos A sin B
Tangent Sum Identity
tan 𝐴+tan 𝐵
tan (A + B) =
1−tan 𝐴 tan 𝐵
Tangent Difference Identity
tan 𝐴−tan 𝐵
tan (A - B) =
1+tan 𝐴 tan 𝐵

I. Evaluating A. For items 1-3 is a guided derivation for the sum and
Learning difference identities for sine.
1. Write sine in terms of cosine using the cofunction
identities.
2. Use the difference and sum identities of cosine.
3. Replace y with –y to derive the identity.

Expected Answer:
𝜋
1. sin (x-y) = cos ( − (𝑥 − 𝑦))
2
𝜋
= cos ( − 𝑥) + 𝑦))
2
𝜋 𝜋
2. sin (x – y) = cos ( − 𝑥) cos y - sin ( − 𝑥) sin y
2 2
sin (x – y) = sin x cos y – cos x sin y
3. sin (x + y) = sin x cos (-y) – cos x sin (-y)
sin (x + y) = sin x cos y + cos x sin y
J. Additional
Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation

254
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

255
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrates an understanding of the
key concepts of circular functions, trigonometric
identities, inverse trigonometric functions, and the polar
coordinate system
B. Performance The learners shall be able to apply appropriate
Standard trigonometric identities in solving situational problems
C. Learning
Competencies/ The learners derive the double and half-angle formulas,
STEM_PC11T-IIf-1
Objectives
Write the LC code
for each 1. Identify double and half angle formulas
2. Illustrate how to derive double and half-angle
formulas from the addition formulae
3. Derive the double and half-angle formulas
II. CONTENT
III. LEARNING
RESOURCES
A. References Cell phone App, Youtube, Internet, PDF files,
1. Teacher’s Guide 192-200
pages
2. Learner’s 192-200
Materials Pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)
B. Other Learning Malmath: Step by Step Solver (for ICT integration),
Resources Activity Sheet,
http://www.classzone.com/eservices/home/pdf/teacher/L
A214GAD.pdf
Using Double- and Half-Angle Formulas
http://www.mathcentre.ac.uk/resources/uploaded/mc-ty-
doubleangle-20091.pdf The double angle formulae
https://math.psu.edu/sites/default/files/public/migration/8.
3%20New_0.pdf Section 8.3 The Double-Angle and Half-
Angle Formulas
https://faculty.atu.edu/mfinan/1203/Lecture20.pdf
Arkansas Tech University 20 The Double-Angle and Half-
Angle Identities
https://www.youtube.com/watch?v=ONKPlyN1hpo
blackpenredpen, cos(3x) in terms of cos(x)
https://www.youtube.com/watch?v=HWrQXA7geG0
blackpenredpen, tan 3x in terms of tan(x)
https://www.youtube.com/watch?v=aJuzzeSqeAY
derivation of half angle trigonometric identities

256
 https://www.intmath.com derivation of half-angle
trigonometric identities

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing Previous The sum formulas discussed in the previous section
Lesson or are used to derive formulas for double angles and half
Presenting New angles. In this lesson, we continue on establishing more
Lesson trigonometric identities. In particular, we derive the
1
formulas for f (2⍬) and f ( ⍬), where f is the sine, cosine,
2
and tangent function. They are called this because they
involve trigonometric functions of double angles, i.e. sin
𝐴
2A, cos 2A and tan 2A and for half angles sin ( ) , cos
2
𝐴 𝐴
( ) , and tan ( ).
2 2
We start by recalling the addition formulae which
have already been described in the sum and difference
identities.

sin (A + B) = sin A cos B + cos A sin B (a)

cos (A + B) = cos A cos B – sin A sin B (b)
tan A + tan B
tan (A + B) = (c)
1− tan A + tan B

The teacher may use card boards/strips of cut paper

which includes written addition formulae to be posted on
the board. Let the students state/post another strips of
paper to be given by the teacher for them to complete the
identity/formulae.
B. Establishing a The teacher discusses the purpose of the lesson and
Purpose for the presenting the topic.
Lesson From the priming activity, using again the strips of
paper, post different trigonometric formulae on the board.
Let the students identify double angle formula and half-
angle identities.
Summarize by arranging separately the double
angle formula from half-angle formula for sine, cosine,
and tangent. This time the teacher provides checklist to
determine if the double-angle identity have been derived
for further reference. (This will be used after presenting
example/instance of the lesson and practicing new skills).

THE DOUBLE - ANGLE IDENTITY/FORMULAS

By using A;
sin 2 A = 2 sin A cos A (1)
cos 2 A = cos2 A - sin2 A (2)
cos 2 A = 2cos2 A - 1 (3)
cos 2 A = 1 - 2 sin2 A (4)
𝟐 𝐭𝐚𝐧 𝐀
tan 2 A = 𝟐 (5)
𝟏−𝐭𝐚𝐧 𝐀

SOME USEFUL IDENTITIES

𝟏+ 𝒄𝒐𝒔 𝟐 𝑨
cos 2 A = (6)
𝟐
𝟏 − 𝒄𝒐𝒔 𝟐 𝑨
sin 2 A = (7)
𝟐

257
 HALF-ANGLE IDENTITIES FOR SINE AND COSINE
𝑨 𝟏+ 𝒄𝒐𝒔 𝑨
Cos 2 = (8)
𝟐 𝟐
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
sine 2 = (9)
𝟐 𝟐

HALF-ANGLE FORMULAS FOR TANGENT

𝑨
𝑨 𝒔𝒊𝒏𝟐
tan = 𝑨 (10)
𝟐 𝒄𝒐𝒔 𝟐

𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan = (11)
𝟐 𝒔𝒊𝒏 𝑨
𝑨 𝒔𝒊𝒏 𝑨
tan = (12)
𝟐 𝟏 +𝒄𝒐𝒔 𝑨
2 𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan ( ) = (13)
𝟐 𝟏 + 𝒄𝒐𝒔 𝑨

C. Presenting Task 1 is for the students to derive the half-angle

Examples/Instance identities for sine.
of the lesson Deriving Double Angle Identity:

To be more specific consider the sum formula for

the sine function taken from the review lesson.

sin (A + B) = sin A cos B + cos A sin A (a)

We consider what happens if we let B equal to A. Then

the first of these formulae becomes:
sin (A + A) = sin A cos A + cos A sin A
so that
sin 2A = 2 sin A cos A (1)

This is our first double-angle identity, so called

because we are doubling the angle (as in 2A).

D. Discussing New Let the students derive the second double angle
Concepts and identity for cosine. Remember to use the sum formula for
Practicing New Skills#1 cosine function.

Similarly, if we put B equal to A in the second

addition formula

cos (A + B) = cos A cos B – sin A sin B (b)

we have cos (A + A) = cos A cos A – sin A sin A

so that
cos 2A = cos2 A − sin2 A (2)

and this is our second double angle identity

E. Discussing New Task2 is for the students to derive the half-angle
Concepts and identities for cosine and tangent.
Practicing New Skills#2
Let the students derive the half angle identities for
sine and cosine. Remember to start from some useful
identities expressing sin2 A and cos2A in terms of cosine
2A.

258
 Deriving half-angle formula: Cosine (Guided
Instruction)
Recall two of the three double angle identities for cosine
and tangent:
cos 2 A = 2cos2 A - 1 (3)
cos 2 A = 1 - 2 sin2 A (4)
From the identities, we obtain two useful identities
expressing sin 2 A and cos 2 A in terms of cos 2A. Your
task is to derive the identity for cos 2 A. We have,
cos 2 A = 2cos2 A - 1 (3)
so that
𝟏+ 𝒄𝒐𝒔 𝟐 𝑨
cos 2 A = (6)
𝟐

𝑨
From this identity, replacing A with , we get
𝟐
𝑨
𝑨 𝟏+ 𝒄𝒐𝒔 𝟐 𝟐
Cos 2 =
𝟐 𝟐
𝑨 𝟏+ 𝒄𝒐𝒔 𝑨
Cos 2 = (8)
𝟐 𝟐
We now derive the first version of the half angle
formula for tangent.
𝑨
𝑨 𝒔𝒊𝒏
𝟐
tan = 𝑨 (10)
𝟐 𝒄𝒐𝒔 𝟐
𝑨 𝑨
𝒔𝒊𝒏 𝟐 𝟐 𝒔𝒊𝒏 𝟐
= 𝑨 𝑨
𝒄𝒐𝒔 𝟐 𝟐 𝒔𝒊𝒏𝟐
𝑨
𝟐𝒔𝒊𝒏 .𝟐 ( 𝟐 )
= 𝑨 𝑨
𝟐 𝒔𝒊𝒏 𝟐 𝒄𝒐𝒔 𝟐
𝟏− 𝒄𝒐𝒔 𝑨
𝟐. 𝟐
= 𝑨
𝒔𝒊𝒏 ( 𝟐 . 𝟐 )
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan = (11)
𝟐 𝒔𝒊𝒏 𝑨

𝑨 𝒔𝒊𝒏 𝑨
tan = (12)
𝟐 𝟏 +𝒄𝒐𝒔 𝑨
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan2 ( ) = (13)
𝟐 𝟏 + 𝒄𝒐𝒔 𝑨

G. Developing Group Activity:

Mastery (Leads to For the advance learners they will derive the rest of the
Formative Half Angle formula while the average learners will derive
Assessment 3) the remaining double angle identities. Learners will
present their work on the board.

Group 1 Group 1
1. Derive the tangent 1. Derive other forms of
double angle identity. Double-angle identities for
cosine.
Answer: Answer:
Deriving Tangent Other Forms of Double-
Double-Angle Identity, Angle Identities for
tanA + tanB Cosine
tan (A + B) = (c)
1− tanA tanB cos 2 A = 2 cos 2 A – (3)
cos 2 A = 1 – 2 sin 2 A (4)
When A = B, we obtain
tanA + tanA
tan (A + A) =
1− tanA tanA

259
 so that The double – identity for
2 tanA cosine has other forms.
tan 2A = (5)
1− tan2 𝐴 We use the Pythagorean
theorem identity
sin 2 ⍬ + cos 2 ⍬ = 1.

Replace the value for

sin 2 A
cos 2 A = cos 2 A – sin 2 A
= cos 2 A – (1 – cos 2 A)
= 2 cos 2 A – 1 (3)
Group 2 Group 2
2. Derive other forms of 2. Derive some useful
Double-angle identities identities sine.
for cosine.
Answer: Answer:
Other Forms of Double- Deriving Some Useful
Angle Identities for Identities: Sine
Cosine Recall two of the three
2
Cos 2 A = 2 cos A–1 (3) double angle identities for
Cos 2 A = 1–2 sin2 A (4) sine:
cos 2 A = 2cos2 A - 1 (3)
The double – identity for cos 2 A = 1 - 2 sin2 A (4)
cosine has other forms.
We use the Pythagorean From the identities,
theorem identity we obtain two useful
sin 2 ⍬ + cos 2 ⍬ = 1. identities expressing sin 2
A and cos 2 A in terms of
Replace the value for cos 2A. Your task is to
cos 2 A derive the identity for cos 2
cos 2 A = cos 2 A – sin 2 A A.
= ( 1 – sin A ) – sin A We have,
2 2

= 1 – 2 sin 2 A (4) cos 2 A = 1 - 2sin2 A (4)

so that
𝟏− 𝒄𝒐𝒔 𝟐 𝑨
sin 2 A = (7)
𝟐

Group 3 Group 3
3. Derive the half-angle 3. Derive the half-angle
identities for tangent. identities for sine.
HALF-ANGLE Answer:
FORMULAS FOR Deriving half-angle
TANGENT formula: Sine
𝑨
𝑨 𝒔𝒊𝒏𝟐 Recall two of the
tan = 𝑨 (10) three double angle
𝟐 𝒄𝒐𝒔 𝟐
identities for cosine:
𝑨 𝟏− 𝒄𝒐𝒔 𝑨 cos 2 A = 2cos2 A - 1 (3)
tan = (11) cos 2 A = 1 - 2 sin2 A (4)
𝟐 𝒔𝒊𝒏 𝑨
𝑨 𝒔𝒊𝒏 𝑨
tan = (12) From the identities,
𝟐 𝟏 +𝒄𝒐𝒔 𝑨
𝑨 𝟏− 𝒄𝒐𝒔 𝑨 we obtain two useful
tan2 ( ) = (13) identities expressing sin 2
𝟐 𝟏 + 𝒄𝒐𝒔 𝑨
A and cos 2 A in terms of
cos 2A. Your task is to
derive the identity for cos 2
A. We have,

260
 cos 2 A = 1 - 2 sin2 A (4)
so that
𝟏−𝒄𝒐𝒔 𝟐 𝑨
sine 2 A = (7)
𝟐

From this identity,

𝑨
replacing A with , we get
𝟐
𝑨
𝟏− 𝒄𝒐𝒔 𝟐 𝟐
2 𝑨
sine =
𝟐 𝟐
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
sine 2 = (9)
𝟐 𝟐

G. Finding Practical
application of Concepts
and skills in Daily Living
H. Making DOUBLE-ANGLE FORMULAS
Generalization and By using ⍬;
Abstraction about the sin 2⍬ = 2 sin ⍬ cos ⍬ (1)
lesson cos 2⍬ = cos2 ⍬ - sin2 ⍬ (2)
cos 2⍬ = 2cos2 ⍬ - 1 (3)
cos 2⍬ = 1 - 2 sin2 ⍬ (4)
𝟐 𝐭𝐚𝐧 ⍬
tan 2⍬ = 𝟐 (5)
𝟏−𝐭𝐚𝐧 ⍬

SOME USEFUL IDENTITIES

𝟏+ 𝒄𝒐𝒔 𝟐 𝑨
cos 2 A = (6)
𝟐
𝟏 − 𝒄𝒐𝒔 𝟐 𝑨
sin 2 A = (7)
𝟐

HALF-ANGLE IDENTITIES FOR SINE AND COSINE

𝑨 𝟏+ 𝒄𝒐𝒔 𝑨
Cos 2 = (8)
𝟐 𝟐
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
sine 2 = (9)
𝟐 𝟐
HALF-ANGLE FORMULAS FOR TANGENT
𝑨
𝑨 𝒔𝒊𝒏 𝟐
tan = 𝑨 (10)
𝟐 𝒄𝒐𝒔 𝟐
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan = (11)
𝟐 𝒔𝒊𝒏 𝑨
𝑨 𝒔𝒊𝒏 𝑨
tan = (12)
𝟐 𝟏 +𝒄𝒐𝒔 𝑨
𝑨 𝟏− 𝒄𝒐𝒔 𝑨
tan2 ( ) = (13)
𝟐 𝟏 + 𝒄𝒐𝒔 𝑨

I. Evaluating Advanced Learners Average Learners

Learning

The learner will be evaluated using paper and pen and

by a raffle. On a piece of paper, there instructions are
labeled. This includes deriving double angle and half
angle identity. The learner will pick one (1) task for them
to solve, and derive formulas. Rubrics for scoring will be
utilized.

261
 4 3 2 1
Answer Correct Missing Missing Show
answer 1 step of 2 steps solution
with the with with
solution. solution minimal numerou
but error in s errors
correct the
answer solution
J. Additional Derive tan 3x in terms of Derive cos 3x in terms of
Activities for tan x, using the angle sum cos x, using the angle sum
Application or formula and the double formula and the double
Remediation angle formulas. angle formulas.
1. tan 3x 1. Cos 3x
tan 3x = tan (2x + x) Cos 3x = cos (2x+x)
tan 2 x +tan x = cos 2x cos x - sin 2x sin
=
1− tan2x tanx x
tan2 𝑥
= (1 – tan 2
x) = (2 cos2x – 1) cos x - 2sin
1−tan2 𝑥
2 tan2 x x cos x sin x
= 1- (1- tan2 x)
2
1−tan 𝒙 = 2 cos3 x – cos x − 2 sin2
2 tanx+tan 3 x
= x cos x
1−tan2 x−2 tan2 x
3
3 tanx − tan x = 2 cos3 x - cos x – 2(1-
= cos2 x) cos x
1−3tan2
= 2 cos3 x - cos x – 2cos
x +2 cos3 x
= 4 cos3 x – 3 cosx
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learner have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
cam help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers.

262
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
The learner demonstrates an understanding of the key
A. Content
concepts of circular functions, trigonometric identities, inverse
Standards
trigonometric functions, and the polar coordinate system.
B. Performance The learners shall be able to (2) apply appropriate
Standards trigonometric identities in solving situational problems
The learners simplify trigonometric expressions,
STEM_PC11T-IIf-2
C. Learning
Competencies/ 1. create power sin-cos-tan hexagon
Objectives 2. use the sin-cos-tan hexagon to establish other
trigonometric identities
3. simplify trigonometric expressions
II. CONTENT Trigonometric Expressions
III. LEARNING
RESOURCES
A. References Cell phone App - MALMATH, Youtube, Internet, PDF files,
1.Teacher’s Guide 171-178
pages
2. Learner’s 171-178
Materials Pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)
B. Other Learning Power Hexagon Worksheet
Resources Malmath: Step by Step Solver (for ICT integration)
DepEd, Textbook: Mathematics IV, s.1992, for Fourth High
School, Commercial Edition, SEDP Series.
Lesson 6: Trigonometric Identities
http://www.wright.edu/~chaocheng.huang/lecture/mth1310/my
notes/Lect6_Identities.pdf
Chapter 7: Trigonometric Equations and Identities
https://resources.saylor.org/wwwresources/archived/site/wp-
content/uploads/2011/11/MA003-3.1.pdf
www.mathguide.com/simplifying/trigonometric/expressions
Power Hexagon Template
www.matheguide.com
IV.PROCEDURE Advance Learners Average Learners
A. Reviewing Activity: Create my Hexagon
previous Power sin –cos-tan Hexagon
lessons or Materials:
presenting the Power sin-cos-tan Hexagon Worksheet
new lesson. Directions:
1. Create a hexagon divided into 6 equal parts
creating 6 triangles.
2. Label the center as “1”

263
 3. Label the vertices “Tan”, “Sin”, “Cos”, “Cot “
,“Csc”, “Sec”, (in clockwise direction) and start at the left side
of the hexagon.
4. Establish relationship among identities

Note: The sin-cos-tan hexagon has no restriction as to the

direction of the identities but in this activity it is preferred.

B. Establishing The teacher discusses the purpose of the lesson and

a Purpose for presenting the topic.
the Lesson Review that if P(x,y) is the terminal point on the unit circle
corresponding to ⍬, then we have

Sin ⍬ = y csc ⍬ = 1/y tan ⍬

= y/x
Cos ⍬ = x sec ⍬ = 1/x cot
= x/y

From the activity, we have now built our hexagon. Use

the power sin-cos-tan hexagon to establish the fundamental
trigonometric identities.

C. Presenting
Examples/ Task 1
Instances of
the Lesson Let the students to establish the following relations in
the trigonometric identities. For each given relation there will be
one example.
A. Reciprocal Identities
𝟏
sin ⍬ = (1)
𝐜𝐬𝐜 ⍬

B. Ratio Identities
Clockwise Counter Clockwise
(1) tan ⍬ = sin ⍬ / cos ⍬ (13) cos ⍬ = sin ⍬ / tan ⍬

C. Pythagorean Relations
sin2 ⍬ + cos2 ⍬ = 1 (19)

D. Even-Odd Identities
(22) sin(-⍬) = - sin ⍬

E. Product Identities
(25) tan (⍬) cos (⍬) = sin ⍬

264
D. Discussing
New Let the students establish the rest of the identities.
Concepts and Remember to use the sin-cos-tan hexagon. The class will be
Practicing group into 5. They will be provided with writing material. Each
New Skills # group will present their trigonometric identities on the board
1 for checking.

Group 1
A. Reciprocal Identities
𝟏 𝟏
sin ⍬ = (1) , csc ⍬ = (4)
𝐜𝐬𝐜 ⍬ 𝐬𝐢𝐧 ⍬

𝟏 𝟏
cos ⍬ = (2) , sec ⍬ = (5)
𝐬𝐞𝐜 ⍬ 𝐜𝐨𝐬 ⍬

𝟏 𝟏
tan ⍬ = (3) , cot ⍬ = (6)
𝐜𝐨𝐭 ⍬ 𝐭𝐚𝐧 ⍬

Group 2
B. Ratio Identities
Clockwise Counter Clockwise
(1) tan ⍬ = sin ⍬ / cos ⍬ (13) cos ⍬ = sin ⍬ / tan ⍬
(2) sin ⍬ = cos ⍬ / cot ⍬ (14) sin ⍬ = tan ⍬ / sec ⍬
(3) cos ⍬ = cot ⍬ / csc ⍬ (15) tan ⍬ = sec ⍬ / csc ⍬
(4) cot ⍬ = css ⍬ / sec ⍬ (16) sec ⍬ = csc ⍬ / cot ⍬
(5) csc ⍬ = sec ⍬ / tan ⍬ (17) csc ⍬ = cot ⍬ / cos ⍬
(6) sec ⍬ = tan ⍬ / sin ⍬ (18) cot ⍬ = cos ⍬ / sin ⍬

Group 3
C. Pythagorean Relations
sin2 ⍬ + cos2 ⍬ = 1 (19)
tan2 x + 1 = sec2 ⍬ (20)
1 + cot2 ⍬ = csc2 ⍬ (21)

The magic hexagon can help us remember that, too, by going

clockwise around any of these three triangles.

265
 Group 4
D. Even-Odd Identities
(22) sin(-⍬) = - sin ⍬
(23) cos (-⍬) = cos ⍬
(24) tan (-⍬) = - tan ⍬

Group 5
E. Product Identities
(25) tan (⍬) cos (⍬) = sin ⍬
(26) sin (⍬) cot (⍬) = cos ⍬
(27) cos (⍬) csc (⍬) = cot ⍬
(28) cot (⍬) sec (⍬) = csc ⍬
(29) csc (⍬) tan (⍬) = sec ⍬
(30) sec (⍬) sin (⍬) = tan ⍬

Note that these identities hold if ⍬is taken either as a real

number or as an angle.

Advanced Learners Average Learners

E. Discussing New We can now use these identities to simplify trigonometric

Concepts and expressions.
Practicing New
Skills # 2 Simplify the following Simplify the following
trigonometric identities trigonometric identities
1. cos 2 ⍬ + cos 2 ⍬ tan 2 ⍬ tan ⍬ cos ⍬
1.
sin ⍬
Solution:
Solution:
= (cos 2 ⍬)(1 + tan 2 ⍬ ) sin ⍬
tan ⍬ cos ⍬ cos ⍬
= cos 2 ⍬ sec 2 ⍬ = cos ⍬ =1
sin ⍬ sin ⍬
=1 cos ⍬
2.
cot ⍬
1+tan2 ⍬ Solution:
2. cos ⍬ cos ⍬
1+cot2 ⍬
= cos ⍬ = sin⍬
Solution: cot ⍬
sin ⍬
1
sec2 ⍬ cos2 ⍬ sin2 ⍬
= = 1 . =
csc2 ⍬ . cos2 ⍬
cos2 ⍬
= tan2 ⍬

266
F. Developing Game:
Mastery Trigonometric Identities Quiz Bee Group Category
Simplify Trigonometric Expressions
Mechanics of the Game:
The players of the game should compose of 5 groups with
4 members while other participants/students will take the
positions as emcee (1), scorer (1), judge (2), time keeper (1),
and reward officer (1). The rest of the class will be the spectators
of the game.

This game has 3 level categories consisting of 3 questions

each. The easy, average and difficult with corresponding score
points of 1, 3, and 5 respectively. The time allotted for each
category will be 30 seconds for easy, 1 minute and 20 seconds
for average, and 2 minutes for difficult. Each group will
answer/show solutions in simplifying trigonometric expressions
printed legibly on a bond paper and they will present their work
on the board before the class while the jury or judge will then
evaluate the accuracy and/or correctness of the solutions. The
team who got the highest accumulated score points will be
declared as a winner. In case of tie, both teams will be declared
as winners.

EASY AVERAGE DIFFICULT

1 point 3 points 5 points

Reciprocal Simplify Simplify

Identities 1 − cos 2 x cot x + tan x
𝟏
cot ⍬ = Answer: = sin2 x
𝐭𝐚𝐧 ⍬

Product Identities Simplify Simplify

sin (⍬) cot (⍬) = tan x cos x sin x cot x sec2 x
cos ⍬ Answer: = sin2 x

Ratio Identities Simplify the

sin ⍬ = cos ⍬ / cot expression.
⍬ sin2 x − cos2 x sin2
x

267
 SOLUTION: Solution:
= sin2 x (1− cos2 x )
= sin2 x(sin2 x)
= sin4 x

SCORE SHEET

GROUP EASY AVERAGE DIFFICULT TOTAL

1 point 3 points 5 points
1
2
3
4
5
G. Finding Practical
Application of
Concepts in Daily
Living
H. Making The fundamental Trigonometric Identities
generalization and A. Reciprocal Identities
abstraction about 𝟏 𝟏
sin ⍬ = (1) , csc ⍬ = (4)
the lesson 𝐜𝐬𝐜 ⍬ 𝐬𝐢𝐧 ⍬

𝟏 𝟏
cos ⍬ = (2) , sec ⍬ = (5)
𝐬𝐞𝐜 ⍬ 𝐜𝐨𝐬 ⍬

𝟏 𝟏
tan ⍬ = (3) , cot ⍬ = (6)
𝐜𝐨𝐭 ⍬ 𝐭𝐚𝐧 ⍬
B. Ratio Identities
Clockwise Counter Clockwise
(1) tan ⍬ = sin ⍬ / cos ⍬ (13) cos ⍬ = sin ⍬ / tan ⍬
(2) sin ⍬ = cos ⍬ / cot ⍬ (14) sin ⍬ = tan ⍬ / sec ⍬
(3) cos ⍬ = cot ⍬ / csc ⍬ (15) tan ⍬ = sec ⍬ / csc ⍬
(4) cot ⍬ = css ⍬ / sec ⍬ (16) sec ⍬ = csc ⍬ / cot ⍬
(5) csc ⍬ = sec ⍬ / tan ⍬ (17) csc ⍬ = cot ⍬ / cos ⍬

(6) sec ⍬ = tan ⍬ / sin ⍬ (18) cot ⍬ = cos ⍬ / sin ⍬

268
 C. Pythagorean Relations
sin2 ⍬ + cos2 ⍬ = 1 (19)
tan2 x + 1 = sec2 ⍬ (20)
1 + cot2 ⍬ = csc2 ⍬ (21)
The magic hexagon can help us remember that, too, by
going clockwise around any of these three triangles.

D. Even-Odd Identities
(22) sin(-⍬) = - sin ⍬
(23) cos (-⍬) = cos ⍬
(24) tan (-⍬) = - tan ⍬
E. Product Identities
(25) tan (⍬) cos (⍬) = sin ⍬
(26) sin (⍬) cot (⍬) = cos ⍬
(27) cos (⍬) csc (⍬) = cot ⍬
(28) cot (⍬) sec (⍬) = csc ⍬
(29) csc (⍬) tan (⍬) = sec ⍬
(30) sec (⍬) sin (⍬) = tan ⍬

Note that these identities hold if ⍬is taken either as a real

number or as an angle.

I. Evaluating
learning Advanced Learners Average Learners

Simplify the following Simplify the following

trigonometric expressions. trigonometric expressions.
tan 2 x  1 1. cos x (sec x – cos x)
1. 2. cot x (tan x + cot x)
1  cot x
2
tan x
2. 3.
1 1 tan x  cot x
 sec 2 x  1
sec x  tan x sec x  tan x 4.
tan x  cot x tan x
3.
cot x cos 2 x
5.
cot 2 x cos 2 x 1  cos 2 x
4.
cot 2 x  cos 2 x

269
 sin 2 x  tan 2 x
5.
tan 2 x sin 2 x
J. Additional .
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lesson work? No. of
learner have caught
up with the lesson.
D. No. of learners
who continue to
require remediation
E. Which of my
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor cam
help me solve?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers.

270
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the key
concepts of circular functions, trigonometric identities,
inverse trigonometric functions, and the polar
coordinate system.
B. Performance The learner s shall be able to apply appropriate
Standard trigonometric identities in solving situational problems.

C. Learning The learners prove other trigonometric identities.

Competencies/ STEM-PC11T-IIf-g-1
Objectives
1. Identify the fundamental identities to be used in
proving
2. Prove other trigonometric identities
3. Appreciate the importance of teamwork

II. CONTENT Proving Other Trigonometric Identities

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Page 183-189
2. Learner’s Materials Page 176-180
pages
3. Textbook pages
4.Additional Materials from
Learning Resource
Portal
B.Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Review on Fundamental Trigonometric Identities
lesson or presenting new Reciprocal Identities
lesson csc Ꝋ = 1 sec Ꝋ = 1 cot Ꝋ = 1
sin Ꝋ cos Ꝋ tan Ꝋ

Quotient Identities
tan Ꝋ = sin Ꝋ cot Ꝋ = cos Ꝋ
cos Ꝋ sin Ꝋ

Pythagorean Identities
sin2 Ꝋ + cos2 Ꝋ = 1
tan Ꝋ + 1 = sec2 Ꝋ 1 + cot2 Ꝋ = csc2
2

Even-Odd Identities
Sin (- Ꝋ) = - sin Ꝋ cos (- Ꝋ) = - cos Ꝋ
tan (- Ꝋ) = - tan Ꝋ

271
B. Establishing a purpose Guide Questions:
for the lesson 1. Why is it we need this fundamental trigonometric
identities in our next topic?
2. How does fundamental trigonometric identities help
in proving other identities?

C. Presenting examples/ To verify that it is an identity we need to establish the

instances of the new truth of the equation for all values of the variable. It is
lesson not enough to verify its truth for some selected values
of the variable, we need to prove it using the
fundamental trigonometric identities and valid
algebraic manipulations like performing the
fundamental operations, factoring, canceling and
multiplying the numerator and denominator by the
same quantity.

Let us try this:

1.Show that tan2 Ꝋ = 1 + tan2 Ꝋ
1 + cot2 Ꝋ
Solution:
tan2 Ꝋ = 1 + tan2 Ꝋ start with one side
1 + cot2 Ꝋ
= sec2 Ꝋ apply Pythagorean identities
csc2 Ꝋ
1
cos2 Ꝋ apply Reciprocal Identities
= 1
sin2 Ꝋ

= sin2 Ꝋ apply division of fraction

cos2 Ꝋ
= tan2 Ꝋ apply quotient identities

To establish other identities we can use the eleven

fundamental identities.

Example2:
csc Ꝋ - cot Ꝋ = sin Ꝋ
1 + cos Ꝋ

Solution:
Expression Explanation
csc Ꝋ - cot Ꝋ Start on the side.
= 1 - cos Ꝋ Apply some reciprocal and
sin Ꝋ sin Ꝋ quotient identities.
= 1 - cos Ꝋ Add the quotients.
sin Ꝋ
= 1 – cos Ꝋ ∙ 1 + cos Ꝋ Multiply the numerator and
sin Ꝋ 1 + cos Ꝋ denominator by 1 + cos Ꝋ
= 1 – cos2 Ꝋ Multiply
(sin Ꝋ)(1 + cos Ꝋ)
= sin 2 Ꝋ Apply a Pythagorean
(sin Ꝋ)(1 + cos Ꝋ) identity
= sin Ꝋ Reduce to lowest term
1 + cos Ꝋ

272
D. Discussing new Prove: sec ꭙ - cos ꭙ = sin ꭙ tan ꭙ
concepts and practicing Solution:
new skills. #1 Expression Explanation
Sec ꭙ - cos ꭙ Start on one side
= 1 - cos ꭙ Apply Reciprocal Identity
cos ꭙ
= 1 - cos2 ꭙ Combine to single fraction
cos ꭙ
= sin2 ꭙ Apply Pythagorean identity
cos ꭙ
= sin ꭙ ∙ sin ꭙ Factoring
cos ꭙ
= sin ꭙ tan ꭙ Apply quotient identity
E. Discussing new Practice Skill:
concepts and practicing Group the class in four groups by counting 1,2, 3, 4.
new skills. #2 All 1’s group 1, and so on. The group mates will help
one another to solve the problem answer write it on
manila paper then post it on the board and one
member will explain. The first group who posted
correct answer will receive an award (1 pad paper).
Prove: 1 + sin Ꝋ - 1 – sin Ꝋ = 4 sin Ꝋ sec2 Ꝋ
1 – sin Ꝋ 1 + sin Ꝋ
(Ans: pls refer to TG)
F. Developing Mastery Prove: Prove:
SecꝊ + tanꝊ = Tan ꭙ + cot ꭙ = csc ꭙ sec ꭙ
____1___
sec Ꝋ-tanꝊ
(Ans: pls refer to TG) (Ans: pls refer to TG)
G. Finding Practical
application of concepts
and skills in daily living
H. Making generalizations Guide Question:
and abstraction about the 1.What are the needed identities in proving other
lesson identities?
2.What is the process in verifying the given identity?
3. What are the skills needed in proving other
identities?
I. Evaluating Learning Prove: Prove:
Cot2 x cos2 x = cot(-x) cos(-x) + sin(-x)=
cot2 x – cos2 x csc(-x)
(Ans: pls refer to (Ans: pls refer to attached
attached possible possible answer)
answer)
J. Additional Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners who
earned 80% on the
formative assessment

273
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner have
caught up with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my strategies
worked well? Why did it
work?
F. What difficulties did I
encounter which my
principal or supervisor
cam help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers.

274
Possible ANSWER (Note: one problem may have 1 more solution)
Prove: cot(-x) cos(-x) + sin(-x) = csc(-x)
Solution:
Work on the expression on the left

cot(-x) cos(-x) + sin(-x) = cot(-x) cos(-x) + sin(-x)

= cos(-x) . cos x – sin x
Sin(-x)
= cos x . cos x – sin x
- sin x
= -cos2 x + sin2 x
sin x
=- 1
sin(-x)
= csc(-x)

Prove: cot2 x cos2 x = cot2 x – cos2 x

Solution:

Work on left side first

Cot2 xcos2 x = cos2 x . cos2 x

sin2 x
= cos4 x
sin2 x

Work on the right side

cot2 x – cos2 x = cos2 x - cos2 x

sin2 x
= cos2 x – cos2 x sin2 x
sin2 x
= cos x ( 1 – sin2 x)
2

sin2 x
= cos x . cos2 x
2

sin2 x
4
= cos x
sin2 x
Therefore:

cot2 x cos2 x = cot2 x – cos2 x

cos4 x = cos4 x
sin2 x sin2 x

275
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of
Standard circular functions, trigonometric identities, inverse trigonometric
functions, and the polar coordinate system.
B. Performance The learners shall be able to apply appropriate trigonometric
Standard identities in solving situational problems.
C. Learning The learners solve situational problems involving trigonometric
Competencies/Obje identities.STEM_PC11T-II-g-2
ctives
II. CONTENT Solving Problems Involving Trigonometric Identities
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 190 – 215
pages
2. Learner’s 181 – 186, 192 – 194
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other learning https://youtube.com/watch?v=cMnMxTEt9dM
resources
IV. PROCEDURE
A. Reviewing To recall the trigonometric identities, ask learners to answer this
previous lesson or activity on the board.
presenting the new Use trigonometric identities to evaluate each of the following.
lesson 1. sin 75°
Solution:
By applying sine sum identity, we have
sin 75° = sin(30° + 45°) = sin 30° cos 45° + cos 30° sin 45°
1 √2 √3 √2
= ( )+ ( )
2 2 2 2
√2 √6
= 4
+ 4
√2+√6
= 4
2. cos 15°
Solution:
By applying cosine difference identity, we have
cos 15° = cos(60° − 45°) = cos 60° cos 45° + sin 60° sin 45°
1 √2 √3 √2
= ( )+ ( )
2 2 2 2
√2 √6
= +
4 4
√2 + √6
=
4

276
 3. sin 120°
By applying double-angle for sine identity, we have
sin 120° = sin 2(60°) = 2 sin 60° cos 60°
√3 1 √3
= 2( )( ) =
2 2 2
Guide the students to recall the following identities and write
these on the board:
Cosine Sum Identity:
cos (A + B) = cos A cos B – sin A sin B
Cosine Difference Identity:
cos (A – B) = cos A cos B + sin A sin B
Sine Sum Identity:
sin (A + B) = sin A cos B + cos A sin B
Sine Difference Identity:
sin (A – B) = sin A cos B – cos A sin B
Double-Angle Identities for Sine and Cosine:
sin 2A = 2 sin A cos A
cos 2A = cos2A – sin2A

B. Establishing the Some daily activities or phenomenon in real-life are

purpose of the applications of trigonometric identities.
lesson Play the 2-minute video from this link
https://youtube.com/watch?v=cMnMxTEt9dM .

C. Presenting Problem 1:
examples/instances
of the new lesson

The horizontal distance, d, in meters, travelled by a ball that is

kicked at an angle, 𝜃, with the ground is modelled by the
2(𝑉0 )2 sin 𝜃 cos 𝜃
formula 𝑑= , where 𝑉0 is the initial velocity
𝑔
of the ball in meters per second, and 𝑔 is the force of gravity
(9.8 𝑚/𝑠2 ).
(a) Rewrite the formula using a double-angle identity.
(b) Determine the angle 𝜃 ∈ (0°, 90°) that would result in a
maximum distance for an initial velocity 𝑉0 .
(c) Explain why it might be easier to answer part b with the
double-angle identity.
Solution:
2
2(𝑉0)2 sin 𝜃 cos 𝜃 sin 2𝜃(𝑉0 )
(a) 𝑑 = =
𝑔
𝑔

277
 2
sin 2𝜃(𝑉0 )
(b) Substitute 𝜃 to the equation 𝑑 = then solve for
𝑔
𝑑.
𝜃 0° 30° 45° 60° 90°
𝑑 (𝑉0)2 √3 (𝑉0 )2
(𝑉0 )2 2
√3 (𝑉0)2 0 ((𝑉0 ) )
0( ) ( 1() ) ( )
𝑔 2 𝑔 𝑔 𝑔
2 𝑔
Therefore, the angle 𝜃 that would result in a maximum distance
for an initial velocity 𝑉0 is 45°.
(c) It is easier to answer part b using double-angle identity for
sine because we only have to find sin 2𝜃 instead of 2 sin 𝜃 cos 𝜃
to solve for 𝑑. Hence, the process is simplified.

What trigonometric identity was applied in the problem?

Answer: Double-Angle Identity for Sine (as highlighted)
D. Discussing new Problem 2: The force 𝐹 (in pounds) on the back of a person
concepts and when he or she bends over at an acute angle 𝜃 (in degrees) is
practicing new 0.6𝑊 sin(𝜃+90°)
given by = , where 𝑊 is the weight (in pounds) of
skills #1 sin 12°
the person.
(a) Simplify the formula for 𝐹.
(b) Find the force on the back of a person whose weight is
154.32 lbs if he bends an angle of 40°.
(c) How many pounds should a person weigh for his back to
endure a force of 275 lbs if he bends 38°?
Solution.
0.6𝑊 sin(𝜃+90°)
(a) 𝐹(𝜃 ) =
sin 12°
0.6𝑊 (sin 𝜃 cos 90°+cos 𝜃 sin 90°)
= sin 12°
0.6𝑊 [sin 𝜃(0)+cos 𝜃(1) ]
= sin 𝜃
0.6𝑊 𝑐𝑜𝑠𝜃
= sin 12°
0.6(154.32) cos 40°
(b) 𝐹 = ≈ 341.15 𝑙𝑏𝑠
sin 12°
𝐹 sin 12° 275 sin 12°
(c) 𝑊 = = ≈ 120.93
0.6 cos 𝜃 0.6 cos 38°

What trigonometric identity was applied in the problem?

Answer: Sine Sum Identity (as highlighted)
E. Discussing new Problem 3:
concepts and
practicing new
skills #1

Image source: https://www.mailexperiences.co.uk/long-bow-archery-experience-day-for-one

278
 The range R of a projectile fired at an acute angle 𝜃 with the
horizontal and with an initial velocity of 𝑣 meters per second is
given by
𝑣2
𝑅= sin(2𝜃),
𝑔
where 𝑔 is the acceleration due to gravity, which is 9.81 m/sec 2
near the Earth’s surface.
(a) An archer targets an object 100 meters away from her
position. If she positions her arrow at an angle of 32° and
releases the arrow at the speed of 30 m/sec, will she hit her
target?
2
(b) If sin 𝜃 = , solve for 𝑣 when 𝑅 = 50.
5
Solution.
302
(a) 𝑅 = sin(2 ∙ 32°) ≈ 82.46
9.81
82.46 𝑚𝑒𝑡𝑒𝑟𝑠 < 100 𝑚𝑒𝑡𝑒𝑟𝑠
No, the archer will not hit her target.
2
(b) sin 𝜃 = and acute angle
5
2
Since sin 𝜃 = , 𝑦 = 2 𝑎𝑛𝑑 𝑟 = 5, from these we can now
5
solve for 𝑥.
𝑥 2 + 𝑦 2 = 𝑟2
𝑥 2 + 22 = 52
𝑥 2 + 4 = 25
𝑥 2 = 21
𝑥 = √21
𝑥 √21
Thus, cos 𝜃 = =
𝑟 5
𝑣2
Solve for 𝑣: 50 = sin 2𝜃
9.81
𝑣2
50 = 2 sin 𝜃 cos 𝜃
9.81
𝑣2 2 √21
50 = ∙2∙ ∙
9.81 5 5
𝑣 ≈ 25.86

F. Developing Refer to Problem 3.

mastery (leads to (a) An archer targets an object 100 meters away from her
formative position. If she positions her arrow at an angle of 38° and
assessment) releases the arrow at the speed of 33 m/sec, will she hit her
target?
2
(b) If sin 𝜃 = , solve for 𝑣 when 𝑅 = 80.
5
Solution.
332
(a) 𝑅 = sin(2 ∙ 38°) ≈ 107.71
9.81
107.71 𝑚𝑒𝑡𝑒𝑟𝑠 > 100 𝑚𝑒𝑡𝑒𝑟𝑠
No, the archer will not hit her target.
3
(b) sin 𝜃 = and acute angle
4
3
Since sin 𝜃 = , 𝑦 = 3 𝑎𝑛𝑑 𝑟 = 4, from these we can now
4
solve for 𝑥.
𝑥 2 + 𝑦 2 = 𝑟2
𝑥 2 + 32 = 42
𝑥 2 + 9 = 16
𝑥2 = 7

279
 𝑥 = √7
𝑥 √7
Thus, cos 𝜃 = =
𝑟 4
𝑣2
Solve for 𝑣: 80 = sin 2𝜃
9.81
𝑣2
80 = 2 sin 𝜃 cos 𝜃
9.81
𝑣 2 3 √7
80 = ∙2∙ ∙
9.81 4 4
𝑣 ≈ 28.12

G. Finding practical There is no need to give other examples in this section because
applications of the above-mentioned problems are practical applications
concepts and skills already.
in daily living
H. Making What are the steps in solving word problems?
generalizations and Polya's Four Step Processfor Problem Solving
abstractions about Step1. Understand the problem.
the lesson Step 2: Devise a plan (translate).
Step 3: Carry out the plan (solve).
Step 4: Look back (check and interpret).

I. Evaluating Answer the following problem:

learning The length 𝑠(𝜃) of the shadow cast by a vertical pole when the
angle of the sun with the horizontal is given by
ℎ sin(90°−𝜃)
𝑠(𝜃) = , where ℎ is the height of the pole.
sin 𝜃
(a) Express 𝑠(𝜃) as a simple trigonometric expression.
(b) At what angle 𝜃 will give the shortest shadow of the pole?
the longest shadow?
Solution.
ℎ sin(90°−𝜃)
(a) 𝑠(𝜃) =
sin 𝜃
ℎ sin 90° cos 𝜃 – cos 90° sin 𝜃
=
sin 𝜃
ℎ (1) cos 𝜃 –(0) sin 𝜃
=
sin 𝜃
ℎ cos 𝜃
=
sin 𝜃
= ℎ cot 𝜃
(b) Shortest shadow occurs at 𝜃 = 90°. But the length of the
shadow increases when the value of 𝜃 approaches 0°; that is,
no maximum length for the shadow.

What trigonometric identity was applied in the problem?

Answer: Sine Difference Identity (as highlighted)

J. Additional (Optional): In an alternating current circuit, the instantaneous

activities for power P(t) at time t is given by
application or
remediation 𝑃(𝑡) = 𝐼𝑚 𝑉𝑚 𝑐𝑜𝑠𝜑𝑠𝑖𝑛2 (𝜔𝑡) − 𝐼𝑚 𝑉𝑚 𝑠𝑖𝑛𝜑 sin(𝜔𝑡) cos(𝜔𝑡)
where 𝐼𝑚 and 𝑉𝑚 are the maximum current (in amperes) and
voltage (in volts), respectively. Express this function as a
product of two sine functions.

280
 Solution. 𝑃(𝑡) = 𝐼𝑚 𝑉𝑚 𝑐𝑜𝑠𝜑𝑠𝑖𝑛2 (𝜔𝑡) −
𝐼𝑚 𝑉𝑚 𝑠𝑖𝑛𝜑 sin(𝜔𝑡) cos(𝜔𝑡)
𝑃(𝑡) = 𝐼𝑚 𝑉𝑚 sin(𝜔𝑡)[𝑐𝑜𝑠𝜑 sin(𝜔𝑡) − sinφ cos(𝜔𝑡)]
= 𝐼𝑚 𝑉𝑚 sin(𝜔𝑡) sin(𝜑 − 𝜔𝑡)

What trigonometric identity was applied in the given problem?

Answer: Sine Difference Identity

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. Number of
learners who
earned 80% on the
formative
assessment
B. Number of
learners who
require additional
activities or
remediation
C. Did the
remediation
lessons work?
Number of learners
who have caught
up with the lesson.
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
others?

281
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of circular
Standard functions, trigonometric identities, inverse trigonometric functions
and polar coordinate system.
B. Performance The learner is able to formulate and solve accurately situational
Standard problems involving appropriate trigonometric functions.
C. Learning Illustrate the domain and range of the inverse trigonometric
Competencies/ functions (STEM_PC11T-IIh-1)
Objectives :
1. graph the six basic inverse trigonometric functions.
2. Illustrate the domain and range of inverse trigonometric
functions

II.CONTENT Illustrate the domain and range of inverse trigonometric functions

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 216 - 239
2. Learner’s pp. 200 – 220
Material
3. Textbook pages
4. Additional
Materials from
Learning
Resource Portal
B. Other Learning https://www.youtube.com/watch?v=uIELpwkmTJw
Resources
https://www.mesacc.edu/~scotz47781/mat120/notes/inverse/find_i
nverse/inverse_functions_intro.pdf
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing Let the class identify the graph being represented
previous (y = sin x; y = cos x; y = tan x; y = sec x; y = csc x; and y = cot x).
lessons or 1.
presenting the
new lesson.

2.

282
 3.

4.

5.

6.

B. Establishing An inverse function is a function that will “undo” anything that

a Purpose for the original function does. For example, tying our shoes can be
the Lesson called a function, and its inverse is the untying.
Trigonometric functions also have inverses.
C. Presenting
Examples/ Present to the class the graph a sine function. Let the class identify
Instances of the domain and range.
the Lesson

283
 y = sin
x

Domain: (− ∞, ∞ )
Range: [-1, 1 ]

D. Discussing Guided Practice:

New From the presented graph of sine function, ask the class to graph its
Concepts and inverse by simply swapping the points in x and y axes.
Practicing
New Skills #
1

y = sin-1x

(Mention the need to put restrictions on graphing the inverse

trigonometric functions, for it to pass the vertical line test)

Using the graph, let the class find the domain and range of the
inverse sine function.

Domain: [-1,1]
𝜋 𝜋
Range: [- - , ]
2 2

E. Discussing New Think-Pair-Share

Concepts and
Practicing New Let the class graph and find the domain and range of the inverse
Skills # 2 of cosine function.
F. Developing Group the class into four, and let them graph and find the domain
Mastery and range of the inverse of the four remaining trigonometric
functions.
(y = tan-1x, y = sec-1x, y = csc-1x and y = cot-1x)

284
G. Finding Practical
Application of Inverse trigonometric functions are needed when there is a need to
Concepts in Daily know what angle would yield a specific sine, cosine, or tangent
Living value.

One should also take note, that inverse function is different from the
1
reciprocal of a function. That is, sin-1x is not equal to .
sin 𝑥

H. Making Let the class state the domain and range of the inverse trigonometric
generalization and functions.
abstraction about
the lesson

I. Additional .
activities for Supply the missing data.
application or
remediation Function Graph Domain Range
y = sin-1x 𝜋 𝜋
[− , ]
2 2

y = cos-1x [-1, 1] [0, 𝜋]

y = tan-1x Ɍ

y = sec-1x 𝜋 3𝜋
[0, ) U [𝜋, )
2 2

y = csc-1x {x:|𝑥|≥1}

y = cot-1x Ɍ

V. REMARKS
VI. REFLECTION
VII. Others
A. No. of learners
who earned 80% on
the formative
assessment

285
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lesson work? No. of
learner have caught
up with the lesson.
D. No. of learners
who continue to
require remediation
E. Which of my
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor cam
help me solve?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers.

286
 LEARNING Pre-Calculus
SCHOOL
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of the key
Standard concepts of circular functions, trigonometric identities,
inverse trigonometric identities, inverse trigonometric
functions, and the polar coordinates system.

B. Performance The learners formulate and solve accurately situational

Standard problems involving appropriate trigonometric functions.

C. Learning The learners evaluate an inverse trigonometric expression

Competencies/ (STEM_PC11T-IIh-2)
Objectives
1. evaluate the inverse trigonometric expressions;
2. relate evaluating trigonometric expressions to real-
life situations.
II. CONTENT Evaluating an Inverse Trigonometric Expression
III. LEARNING RESOURCES
A. REFERENCES:
1. Teacher’s Guide Precalculus pp. 231-239
2. Learner’s Precalculus pp. 213-218
Materials
3. Textbook
4. Additional Laptop, Television/ LCD Projector (if any), Colored Paper,
Materials from Wheel of In-tri-gotion, marker, colored paper, cartolina/
Learning manila paper
Resources (LR)
portal
5. Other Learning Hagos, Luisito C.,et al. Plane and Spherical
Resources Trigonometry.Manila Philippines 2002

Jerico B. Bacani, Ph.d., et al. First Edition 2016 Precalculus

Teacher’s Guide. Philippines: Sunshine Interlinks
Publishing House, Inc.

Joy P. Ascano., et al. First Edition 2016 Precalculus

Learner’s Material. Philippines: Sunshine Interlinks
Publishing House, Inc.

IV. PROCEDURES
A. Reviewing ADVANCED LEARNERS AVERAGE LEARNERS
previous lesson or
Review the domain and range of the six inverse
presenting the new
trigonometric functions as shown below (Refer to pages
lesson
230-231 of the Precalculus Teacher’s Guide)

287
 Function Domain Range
sin−1 𝑥 [−1, 1] −𝜋 𝜋
[ , ]
2 2
cos −1 𝑥 [−1, 1] [0, 𝜋]
tan−1 𝑥 ℝ −𝜋 𝜋
( , )
2 2
cot −1 𝑥 ℝ ( 0, 𝜋)
sec −1 𝑥 {𝑥: |𝑥 | ≥ 1} 𝜋 3𝜋
[0, ) ∪ [𝜋, )
2 2
𝜋
csc −1 𝑥 {𝑥: |𝑥 | ≥ 1} (−𝜋, − ] ∪
2
𝜋
(0, ]
2
1
B. Establishing a Is 𝑠𝑖𝑛 −1 𝑥 equal to arcsin 𝑥? How about 𝑠𝑖𝑛−1 𝑥 and sin ?
𝑥
purpose for the
lesson
How do we evaluate inverse trigonometric expressions?

Discuss other significant features of inverse trigonometric

functions and trigonometric identities.
C. Presenting
examples/ instances The teacher presents the examples on evaluating inverse
of the lesson trigonometric expressions (refer to page 203 Example 3.7.1
& 3.7.2 of the Precalculus Learning Module)

NOTE: The teacher shall discuss the different solved

examples found in the LM.
D. Discussing new Group Activity: Group Activity:
concepts and
practicing new skills Evaluate the following inverse Evaluate the following
#1 trigonometric expressions. inverse trigonometric
expressions.
1 1
1. sin[sin−1 ( )] 1. sin−1 ( )
2 2
−1 √2 −1 √2
2. cos[cos (− )] 2. cos (− )
2 2
−1 −1
3. tan[tan (−√3)] 3. tan (−√3 )
4. sin[arctan(√3)] 4. sin[arctan(√3)]
5. cos[𝑎𝑟𝑐𝑐𝑜𝑠(√2)] 5. cos[𝑎𝑟𝑐𝑐𝑜𝑠(√2)]
E. Discussing new A. Using the idea of Trigonometric Identities, guide the
concepts and students in evaluating the following expressions.
practicing new skills
#2 8
1. 𝑠𝑖𝑛(2𝑡𝑎𝑛−1 (− ) )
3
−1
3 1
2. 𝑡𝑎𝑛 (sin − tan−1 )
5 4

B. DYAD ACTIVITY:
√3 1
Evaluate cos (cos −1 − cos −1 )
2 3

288
E. Developing Group Activity
Mastery
- Wheel of In-trigo-tion (Inverse Trigonometric
Function) is a game to enhance the students’ skills
in evaluating inverse trigonometric expressions.
Each letter in each color has designated inverse
trigonometric expression. The teacher will rotate
the wheel of In-trigo-tion to determine which inverse
trigonometric function has to be answered.
- The group will write their answer in a piece of paper.
Every correct answer is equivalent to one point. The
group who earns the highest point wins.
-
Number of Points Equivalent Grade
Earned
6 95
5 90
4 85
3 80
2 75
1 70
0 65

Note: The teacher may write the expression in each sector.

Sample Wheel of In-Trigo-Tion

fF -1x
Csc aSe
c-
1
eE -1x
Sin x Cot
b -1x

-1
c -1x
Dd x Tan
Cos

√2
a. sin−1 d. cot −1 √3
2
b. 𝑎𝑟𝑐𝑐𝑜𝑠 −1 e. sec −1 √2
c. 𝑎𝑟𝑐𝑡𝑎𝑛 −√3 f. 𝑎𝑟𝑐𝑐𝑠𝑐 2

F. Finding Practical The teacher asks the students to relate evaluating inverse
Applications of trigonometric expression to real-life situation.
Concepts and Skills
in Daily Living

G. Making Make a concept map about the topic and the ways on how
generalizations and to evaluate trigonometric expressions.

289
abstractions about
the lesson
H. Evaluating A. Evaluate the following expressions.
Learning 1. sin-1 (-1/2)
2. cos-1 0
3. tan-1√3
4. csc-11
5. sec-1(-2)
6. cot-1(-1)
7. csc-1(1/2)

B. Simplify each expression.

1. cos-1 (cos 𝜋/3 )
2. csc -1 (tan 𝜋/6 )
3. tan -1 (tan 5𝜋/4 )
4. sin-1 (cos−𝜋/4 )
5. cos-1 (csc 𝜋/3 )

J. Additional Evaluate and simplify the following.

activities for
1. [sec −1 (−1)] . [cos −1 (−1)]
application or
remediation 2. 2 cot −1 √3 + 3 csc −1 2

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment.
B. Number of
learners who require
additional activities
for remediation.
C. Did the
remediation lessons
work? Number of
learners who have
caught up with the
lesson.
D. Number of
learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?

290
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I use/
discover which I wish
to share with other
teachers?

291
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard The learners demonstrate key concepts of circular
functions, trigonometric identities, inverse trigonometric
functions, and the polar coordinate system.
B. Performance The learners shall be able to formulate and solve
Standard accurately situational problems involving appropriate
trigonometric functions
C. Learning The learners solve trigonometric equations.
Competencies/ (STEM_PC11T-IIh-i-1)
Objectives
1. Define trigonometric equations
2. Solve problems involving trigonometric
equations.
3. Express appreciation of the importance of
trigonometric equations concepts.
II. CONTENT TRIGONOMETRIC EQUATIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pre-Calculus Teacher’s Guide pages 220-236 , 257
Pages
2. Learner’s Guide
Pre-Calculus Learner’s Material pages 173, 242-255
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous #DoYouStillRememberME? (Group Activity)
lesson or presenting Regroup the following according to the classification
the new lesson Identity or Conditional Equation.
𝑥2 − 1 = 0
(𝑥 + 7)2 = 𝑥 2 + 49
𝑥 2 − 1 = (𝑥 − 1)(𝑥 + 1)
2 2
(𝑥 + 7) = 𝑥 + 14𝑥 + 49
𝑥 2 −4
= 2x-1
𝑥−2
𝑥 2 −4
= x+2
𝑥−2

What is the difference between identity and Conditional

Equation?
Answers: ( C,C,I,I,C,I)

292
B. Establishing a Present to the class the lesson’s objectives for the day.
purpose for the #TriviaTime
lesson - The first trigonometric table
was apparently compiled by Hipparchus of
Nicaea (180 – 125 BCE), who is now consequently
known as "the father of trigonometry." Hipparchus was
the first to tabulate the corresponding values of arc and
chord for a series of angles.

Guide Questions.
What is a trigonometric Equation? How about a
Solution? and
Solution set of the equation?
How do we find the solutions of a trigonometric
equation?
C. Presenting Present the
examples/ instances following and let the
Present the following and let
of the new lesson students observe the
the students observe the
equations below:
equations below:
1. sin x = 1/2
1. √3 I cot x I = 1
2. 3 sec x = -2
2. 𝑠𝑒𝑐 2 x - 𝑡𝑎𝑛2 x = 1
3. sin x + cos 2x = 0
3. sin x + cos 2x = 0
Let the students
Let the students understand that
understand that the
the Trigonometric equations
Trigonometric
above are examples of a
equations above are
conditional equation.
examples of a
conditional equation.
D. Discussing new #LetsGroupIE
concepts and (Group Activity)
practicing new skills #LetsGroupIE (Group Activity)
#1 Which numbers in
𝜋 𝜋 𝜋 𝜋 𝜋
Which numbers in the set (0, , the set (0, , , , ,
6 6 4 3 2
𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 2𝜋 3𝜋 5𝜋
, , , , , ,π, 2π) are , , , π, 2π) are
4 3 2 3 4 6 3 4 6
solutions to the following solutions to the
equations? following equations?

1. √3 I cot x I = 1 1. sin x = 1/2

2. 𝑠𝑒𝑐 2 x - 𝑡𝑎𝑛2 x = 1 2. 3 sec x = -2
3. sin x + cos 2x = 0 3. sin x + cos 2x = 0

Ask at least one group to Ask at least one

present/explain their work in group to
front. present/explain their
work in front.
(Answers is on page 243-246 on
Teachers Guide) (Answers is on page
243-246 on
Teachers Guide.)
E. Discussing new
concepts and
practicing new skills
#2

293
F. Developing mastery ( #MasterMe! ( Group)
leads to formative #MasterMe! ( Individual) Which numbers in
𝜋 𝜋 𝜋 𝜋
assessment 3 )
Which numbers in the set (0, , the set (0, 6 , 4 , 3 , 2 ,
𝜋
6 2𝜋 3𝜋 5𝜋
, π, 2π) are 3 , 4 , 6 , π, 2π) are
𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋
, , , , ,
4 3 2 3 4 6
solutions to the
solutions to the following
equations? following equations?

1. tan x = 1
1. 3 sec x = -2 √3 2. sin x + cos x = 0
2. sin x + cos x = 0 3. 2 sin x + tan x – 2
3. 2 sin x + tan x – 2 cos x = 2 cos x = 2
(Answers is on page 243-246 on (Answers is on page
Teachers Guide.) 243-246 on
Teachers Guide.)
G. Finding practical
applications of
concepts and skills in
daily living.
H. Making
generalizations and How do we find the solutions of a Trigonometric
abstractions about equation?
the lesson
I. Evaluating Learning #YouCanDoThis!
(Think-Pair-Share)

#YouCanDoThis! Let the students

( Individual) answer
Seatwork/Homework
Let the students answer 3.8.1 on teacher’s
Seatwork/Homework 3.8.1 on guide page 246.
teacher’s guide page 246.
Note: Teacher
should choose the
(Answers is on page 246 on items to be given to
Teachers Guide) the students.

(Answers is on page
246 on Teachers
Guide)
𝜋
J. Additional Activities Which numbers in the set (0, ,
6
for application or 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋
remediation , , , , , ,
π, 2π) are
4 3 2 3 4 6
solutions to the following
equations?

1. 𝑐𝑜𝑠 2 x = cos 2x + 𝑠𝑖𝑛2 x

2. 𝑠𝑖𝑛2 + 𝑐𝑜𝑠 2 x= 2
3. 2 tan x + 4 sin x = 2 + sec x

(Answers is on page 243-246 on

Teachers Guide)

294
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/ discover
which I wish to share
with other teachers?
H. What innovation or
localized material/s
did I use/ discover
which I wish to share
with other teachers?

295
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate key concepts of circular functions,
Standard trigonometric identities, inverse trigonometric functions, and the polar
coordinate system.
B. Performance The learners shall be able to formulate and solve accurately situational
Standard problems involving appropriate trigonometric functions
C. Learning The learners solve trigonometric equations. (STEM_PC11T-IIh-i-1) (a)
Competencies/
Objectives 1. Describe trigonometric equations
Write the LC code 2. Solve trigonometric equations involving one term.
for each 3. Cite some importance of trigonometric equations in daily life

II. CONTENT TRIGONOMETRIC EQUATIONS

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pre-Calculus Teacher’s Guide pages 247-249
Guide Pages
2. Learner’s
Pre-Calculus Learner’s Material pages 224-227
Guide Pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing #Iguess,YouStillRememberME.
previous lesson
or presenting #Iguess,YouStillRememberME. 1. Recall: (a) some trigonometric
the new lesson points in a unit circle (b)
Describe trigonometric Equations. determine the periodicity of an
equation.
How will you determine the 2. Describe trigonometric
solution of trigonometric equations Equations.
from the table? 3. How will you determine the
solution of trigonometric
(Note: The teacher should provide equations from the table?
the trigonometric table/ angles in
the unit circle.) (Note: The teacher should provide
the trigonometric table/ angles in
the unit circle.)

296
B. Establishing a Let the student observe the two equations:
purpose for the
lesson 1. 2 cos x - 1 = 0

2. (1 + cos ϴ)(tan ϴ -1) = 0.

Are they similar? In what way?

Present to the class the lesson objectives for the day.

(The answer will be, “Both are examples of Trigonometric Equation

involving one term”.)
C. Presenting The teacher shall inform the learners that those equations are examples
examples/ of Trigonometric Equations Involving one term which can be solved
instances of the using some techniques as follows:
new lesson 1. equivalent equations
(that is, equations that have the same solutions as the original
equation);
2. periodicity of the
trigonometric function involved;
3. inverse trigonometric
function;
4. values of the trigonometric function involved on the interval [0,π] or
[0 ,2π] (depending on the periodicity of the function); and
5. Zero-Factor Law: ab = 0 if and only if a = 0 or b = 0.

D. Discussing #LetsDiscussMoreConcepts!
new concepts The teacher shall post a summarized copy of solutions, through the
and practicing desired means may be through a PowerPoint presentation, of examples
new skills #1 1 and 2 pages 247-248 on teacher’s guide.

*The students may use their modules during the discussions

to answer the following questions:

#LetMeHearYOU!

 What was done in the given equation to come up with the correct
answer?

 What are the steps in solving trigonometric equations involving one

term?
 Do you still have difficulty? What should be done?

(These guide questions shall be utilized to facilitate the discussion of

each example; the teacher should ensure that each step was
understood by the learners.)
E. Discussing new
concepts and
practicing new
skills # 2

297
 F. Developing #MasterMe! ( think- pair- share)
mastery ( leads
to formative Let the students answer Seatwork/Homework 3.8.2 #1
assessment 3 ) (teachers should identify the letter of the item that corresponds to
each number)
G. Finding #Sing&declaimME! (Group) #PosterME! (Group)
practical
applications of Make a Poem/Song that conveys Make a Poster that conveys the
concepts and the idea about the importance of idea about the importance of
skills in daily EQUALITY IN ONE EQUALITY IN ONE
living. COMMUNITY” COMMUNITY”

Materials: Materials:
Bond Paper ( Long )/White Bond Paper ( Long )/White
Cartolina Cartolina
Pencil/Pentel Pen Pencil/Pentel Pen
Crayons Oil Paints
Others Water Color
Crayons
Coloring Pens
Others

CRITERIA CRITERIA
 Relevance to the theme  Relevance to the theme
(50%) (50%)
 Creativity & Presentation  Creativity & Presentation
(30%) (30%)
 Originality (20%)  Originality (20%)
Total 100% Total 100%

H. Making
generalizations
and
How do we find the solutions of a Trigonometric equation?
abstractions
about the
lesson
I. Evaluating #YouCanDoThis! ( Individual)
Learning
Let the students answer Seatwork/Homework 3.8.2 #2 on page 249.

J. Additional
Activities for
application or
remediation

V. REMARKS
VI. REFLECTION
VII. OTHERS

298
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
H. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?

299
KEY TO CORRECTION

i. Discussing new concepts and practicing new skills #1

(Advance & Average)

ii. Developing mastery ( leads to formative assessment 3 )

iii. Evaluating Learning

300
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate key concepts of circular functions, trigono-
Standard metric identities, inverse trigonometric functions, and the polar
coordinate system.
B. Performance The learners shall be able to formulate and solve accurately situational
Standard problems involving appropriate trigonometric functions
C. Learning Solve trigonometric equations. (STEM_PC11T-IIh-i-1) (b)
Competencies/
Objectives 1. Describe trigonometric equations.
2. Solve trigonometric equations involving two or more terms.
3. Cite some importance of trigonometric equations in daily life.
II. CONTENT TRIGONOMETRIC EQUATIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pre-Calculus Teacher’s Guide pages 250-255.
Guide Pages
2. Learner’s
Pre-Calculus Learner’s Material pages 227-236
Guide Pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing #YouShouldRememberME!
previous lesson
or presenting Describe trigonometric Equations involving one variable?
the new lesson
How will you determine the solution of trigonometric equations in
involving one term?
B. Establishing a Let the students observe the
purpose for the Let the students observe the equations below.
lesson equations below.
1. 2 cos x tan x = 2 cos x.
𝑥
1. 3 𝑐𝑜𝑠 2 x = 1 - 𝑐𝑜𝑠 2 x 2. 𝑠𝑖𝑛2 x + 5 𝑐𝑜𝑠2 = 2
𝑥 2
2. 𝑠𝑖𝑛2 x + 5 𝑐𝑜𝑠2 = 2 *What are the similarities of the
2
*What are the similarities of the two equations?
two equations?
(The answer shall be, “Both are
(The answer shall be, “Both are examples of Trigonometric
examples of Trigonometric Equation involving two or more
Equation involving two or more terms”.)
terms”.)

301
C. Presenting Present to the class the lesson objectives for the day.
examples/ The teacher will inform the learners that those were examples of
instances of the Trigonometric Equations involving two or more terms, which can be
new lesson solved using some techniques.
We are now going to solve trigonometric equations. Consider the
following tips in solving Trigonometric Equations:
If the equation contains only one trigonometric term, isolate that term,
and solve for the variable.

If the equation is quadratic in form, we may use factoring, finding square

roots, or the quadratic formula.

Rewrite the equation to have 0 on one side, and then factor (if
appropriate) the expression on the other side.

If the equation contains more than one trigonometric function, try to

express everything in terms of one trigonometric function. Here,
identities are useful.

If half or multiple angles are present, express them in terms of a

trigonometric expression of a single angle, except when all angles
involved have the same multiplicity wherein, in this case, retain the
angle. Half-angle and double-angle identities are useful in simplification.
D. Discussing Class Discussion
new concepts
and practicing *The teacher shall post a summarized copy of solutions, through the
new skills #1 desired means may be through a PowerPoint presentation, of examples
1 and 2 pages 250 & 252 on teacher’s guide.

*The students may use their modules during the discussions to answer
the following questions:

Guide questions
 What was done in the given equation to come up with the correct
answer?
 What are the steps in solving trigonometric equation? involving two
or more terms?
 Was it easy or difficult? If difficult what makes it difficult? What should
be done?
(These guide questions shall be utilized to facilitate the discussions of
each example, the teacher should ensure that each step was
understood by the learners.)
Class Discussion
E. Discussing new
concepts and
practicing new
skills # 2
F. Developing #I’llLetYouKNOW!
mastery ( leads #I’llLetYouKNOW! Introduce another example to the
to formative Introduce another example to the students and let them observe the
assessment 3 ) students and let them observe the solution on Teacher’s guide page
solution on Teacher’s guide page 251 & 255.
251. 1. Solve for x є [0,2 π) in the
equation cos 2x + 3 = 5cos x

302
 1. Solve for x є [0,2π): 2 𝑐𝑜𝑠 2 x .
= 1 + sin x. 2. Solve for x є [0,2π): 2 𝑐𝑜𝑠 2 x
2. Solve for x є [0,2 π) in the = 1 + sin x.
equation 3 𝑐𝑜𝑠 2 x + 2 sin x = 2
G. Finding #SpokenPoetryTIME! (Group) #LetsMakeAslogan! (Group)
practical Spoken poetry in solving Slogan making in solving
applications of trigonometric equation is an trigonometric equation is an
concepts and activity that promotes the art of activity that promotes the art of
skills in daily
creative thinking and speaking creative writing inspired by
living.
inspired by love and love and appreciation for Pre
appreciation for Pre Calculus. Calculus.
CRITERIA
CRITERIA  Thought (content) 50 %
 Thought (content) 50 %  Originality 25%
 Originality 25%  Presentation 25%
 Presentation 25% Total 100%
Total 100%
H. Making
generalizations
How do we find the solutions of a How do we find the solutions of a
and
Trigonometric equation involving Trigonometric equation involving
abstractions
two or more terms? two or more terms?
about the
lesson
I. Evaluating #YouCanDoThis! ( Individual)
#YouCanDoThis! ( Individual)
Learning
Seatwork/Homework 3.8.3 # 1
Seatwork/Homework 3.8.3 # 1
& 2 on page 254-255.
& 2 on page 254-255.
(Note: The teacher should
(Note: The teacher should
choose the items that
choose the items that
corresponds to each number)
corresponds to each number)
J. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners

303
 who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/ discover
which I wish to
share with
other teachers?
H. What
innovation or
localized
material/s did I
use/ discover
which I wish to
share with
other teachers?

304
 KEY TO CORRECTION

1. Discussing new concepts and practicing new skills #1 ( Advance & Average)
3 𝑐𝑜𝑠2 x = 1 - 𝑐𝑜𝑠 2 x
2 cos x tan x = 2 cos x.
𝑥
𝑠𝑖𝑛2 x + 5 𝑐𝑜𝑠 2 = 2
2
1. 3 𝑐𝑜𝑠 2 x = 1 - 𝑐𝑜𝑠2 x

Add 𝑐𝑜𝑠 2 x to each side and simplify by dividing

4𝑐𝑜𝑠 2 𝑥 = 1
1
𝑐𝑜𝑠 2 𝑥 =
4

1
√𝑐𝑜𝑠2 𝑥 = √
4
1
cos 𝑥 = ± ->>> π/3, 5 π/3 & 2π/3, 4π/3
2

2. Developing mastery ( leads to formative assessment 3 ) (Advance & Average)

Solve for x є [0,2π) in the equation cos 2x + 3 = 5cos x
−𝜋 𝜋
Answer : + 2𝑘π, + 2𝑘π
3 3

Solve for x є [0,2π): 2 𝑐𝑜𝑠 2 x = 1 + sin x.

Solve for x є [0,2π) in the equation 3 𝑐𝑜𝑠 2 x + 2 sin x = 2

305
3. Evaluating Learning

306
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content Standard: The learners demonstrate an understanding of key
concepts of circular functions, trigonometric
identities, inverse trigonometric functions, and the
polar coordinate system.
B. Performance The learners shall be able to formulate and solve
Standard: accurately situational problems involving appropriate
trigonometric functions.
C. Learning The learners solve situational problems involving
Competency/ inverse trigonometric functions and trigonometric
Objectives equations (STEM_PC11T-IIi-2)

d. solve situational problems involving inverse

trigonometric functions and trigonometric
equations
e. follow step-by-step process of solving
situational problems involving inverse
trigonometric functions and trigonometric
equations
f. cooperate with their groupmates in doing the
activity
II. CONTENT Solving Problems Involving Inverse Trigonometric
Functions and Trigonometric Equations
III. LEARNING RESOURCES
B. References
1. Teacher’s Guide 216-257
Pages
2. Learner’s Materials 201-236
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR)
Portal
C. Other Learning Bacani, Jerico B.,et al. (2016) Precalculus Teacher’s
Resources Guide, pp. 216-257, 120, Sunshine Interlinks
Publishing House, Inc.
Bacani, Jerico B.,et al. (2016) Precalculus Leraner’s
Material, pp. 201-236, Sunshine Interlinks Publishing
House, Inc.

IV. PROCEDURE ADVANCED AVERAGE LEARNERS

LEARNERS
A. Reviewing Previous
Lesson or Review the key concept of inverses.
Presenting the New Note that inverse of a function introduces the concept
Lesson of reversing what a given function does.

307
B. Establishing a Now, present the objectives of the lesson. Then ask
Purpose for the the following questions:
Lesson 1. Where do you think can we apply the concept
of inverse trigonometric functions and
equations?
Possible Answer: There are situations or
problems in real-life where the said concepts
can be really applied.
2. How do we solve such problems?
Here, the purpose of asking is to solicit prior
knowledge from the students about the steps
in solving problems. Some students may
recite them.
C. Presenting Ask the class if they have already been to a museum.
Examples/Instances Then present the following problem:
of the Lesson
A student is viewing a painting in a museum.
Standing 6 ft from the painting, the eye level of the
student is 5 ft above the ground. If the painting is 10
ft tall, and its base is 4 ft above the ground, find the
viewing angle subtended by the painting at the eyes
of the student.

Let the students analyze the given problem.

D. Discussing New Discuss with the class the steps in solving a problem.
Concept and Below is one way to solve a situational or word
Practicing New Skills problem:
#1 Step 1: Identify what are the given data.
In the problem, the given values are
6 ft – distance of the student from the
painting.
5 ft – distance from the ground to the
eye level of the students
10 ft – the height of the painting
4 ft – distance from the ground to the
base of the painting
Note, tell the students that it is helpful if there is a
figure (if applicable) that illustrates the situation. Then
give the following illustration that describes the
problem (from page 229 of the TG).
Painting 10 ft tall

6 ft
eye level
5 ft 4 ft

Step 2: Identify what is unknown in the problem. In

this part, students will define what is unknown in the
problem. In the given problem, the unknown is “the

308
 viewing angle subtended by the painting at the eyes
of the student.”

Step 3: Make a mathematical model or equation. In

here, the students must be able to formulate equation
based on the 2 preceding steps. In the problem, the
equation that can be derived is shown below:
Let 𝜃 be the viewing angle, and let 𝜃 = 𝛼 + 𝛽 as
shown below
1 9
Observe that tan 𝛼 = and tan 𝛽 =
6 6
Using the tangent sum identity,
tan 𝛼+𝑡𝑎𝑛𝛽
tan 𝜃 = tan(𝛼 + 𝛽) =
1−tan 𝛼 tan 𝛽

Step 4: Show the solution. In this step, the equation

derived will be solved to get the value/s of the
unknown.
Please see the TG on page 229 for the
solution.

Step 5: Make conclusions. From the 4th step, you can

now make conclusions regarding the problem based
on the derived value of the variable. For this situation,
the answer is approximately 65.80 .
E. Discussing New
Concepts and Now, let the students perform an activity to
Practicing New enhance their understanding about the topic. This
Skills # 2 time group the students to 4. Then give each group
a problem.

ADVANCED AVERAGE
Group 1 and Group 2 If the class is an
(Problem about inverse average group or if
Sine Function) there is an average
During a leap year, the group, same problems
number of hours of will be given to them
daylight in a city can be only that the answer is
modeled already given as guide.
by 𝐷(𝑡) = 12 +
2.4 𝑠𝑖𝑛(0.017𝑡 − 1.377),
where t is the day of the
year (that is, t = 1 means
January 1, t = 60 is
February 29, and so on).
(a) Give one day of that
year whose number of
hours of daylight is about
14.4.
Answer: ≈173 days, so
the day would be June
21.

309
 Group 3 and Group 4
(Problem about
trigonometric
equations)
A weight is suspended
from a spring and
vibrating vertically
according to the equation
4 5
𝑓(𝑡) = 20 cos ( 𝜋 (𝑡 − ))
5 6
where f(t) centimeters is
the directed distance of
the weight from its central
position at t seconds, and
the positive distance
means above its central
position.
(1) At what time is the
displacement of the
weight 5 cm below its
central
position for the rst time?

(2) For what values of t

does the weight reach its
farthest point below its
central
position?

Please see page 250 of

the TG for the solution.
After giving the students an ample time to perform the
activity, let each of the groups present their output to
the class.
The following rubric will be used in rating students’
outputs.
No. of Descriptor
Point/s
5 The group showed a clear, correct
and complete solution.
4 The group showed a clear and
complete solution but has a single
error.
3 The group showed a clear and
complete solution but has 2-3 errors.
2 The group showed a clear but
incomplete solution and has 4 or
more errors.
1 The group showed incorrect
solutions.
0 No answer.

After the presentation, the teacher may ask some

questions about the presentation or the other groups

310
 may ask questions. This will help clear out those
vague concepts and correct misconceptions that the
students still have in their minds. This will aide for the
mastery of the lesson.

F. Developing Let the students solve the following problem that will
Mastery (Leads to involve trigonometric equations:
Formative
Assessment) A weight is suspended from a spring and vibrating
vertically according to the equation
𝑓(𝑡) = 25.2 𝑠𝑖𝑛(3.8𝑡 − 2.1)
where f(t) centimeters is the directed distance of the
weight from its central position at t seconds, and the
positive distance means above its central position.
(a) Find the times when the weight is at its central
position.
See page 253 of the TG for the solution.
G. Finding Practical The given activity was already an application of the
Application of concepts to real-life situations. This part may just be
Concepts and Skills carried out through emphasizing to the students that
in Daily Living the concepts of Inverse Trigonometric Functions and
Equations can be really applied to real-life situations
as illustrated by the given problems.
H. Making In order to help the students make a generalization
Generalization and about the lesson, you may ask the following
Abstraction about questions:
the Lesson 1. “What did you learn today?”
2. How do you solve problems involving inverse
trigonometric functions and trigonometric
equations?
Possible Answer:
1. “Inverse Trigonometric Functions and
Equations can be applied to real-life situations
as illustrated by the different given problems.”

2. Students must be able to master the steps in

problem solving.
Step 1: Stating the given
Step 2: Identifying the unknown
Step 3: Making a mathematical Model
Step 4: Making solution
Step 5: Stating the conclusion
Tell also the class that proper units must also be
observed in their conclusion or in reporting the result.
I. Evaluating Give the following as a quiz:
Learning 1. The finance department of a car company
conducted a study of their weekly sales in the
past years, and came out with the following
approximating function:
𝑠(𝑡) = 12.18 𝑐𝑜𝑠(0.88𝑡 − 7.25) + 20.40, 𝑡 ≥ 0,
where s(t) represents weekly car sales in
million pesos at week t (t = 0 represents the
start of the study).

311
 a. Find the weekly sales at the start of the study.
b. Find the projected maximum and minimum
weekly sales of the company.
c. If the company were able to reach its
maximum sales this week, when will the next
projected maximum weekly sales and
upcoming projected minimum weekly sales
be?
d. After the start of the study, when did the
company experience a weekly sales of only
10 million for the first time?
Note: Answers to these questions are found on pages
254 – 255 of the TG
J. Additional Activities In order for the students to practice more about
for Application or dealing with inverse trigonometric functions and
Remediation equations, let them work on this problem (this will be
given as a take home activity):

After many years in business, the financial analyst of

a shoe company projected that the monthly costs of
producing their products and monthly revenues from
the sales of their products are fluctuating according
to the following formulas:

𝐶(𝑡) = 2.6 + 0.58 𝑠𝑖𝑛(0.52𝑡 − 7.25)

and
𝑅(𝑡) = 2.6 + 1.82 𝑐𝑜𝑠(0.52𝑡 − 7.25),

where C(t) and R(t) are the costs and revenues in

million of pesos at month t (t = 0 represents January
2010). About how many months after January 2010
did the company experience a zero profit for the first
time?
Note: The answer for this problem is found on page
255
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation

312
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

313
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of
Standard circular functions, trigonometric identities, inverse trigonometric
functions, and the polar coordinate system.
B. Performance The learner shall be able to formulate and solve accurately
Standard situational problems involving the polar coordinate system.
C. Learning The learners locate points in polar coordinate system.
Competencies/ STEM_PC11T-IIj-1
Objectives
II. CONTENT Locating Points in Polar Coordinate System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 257 – 262
pages
2. Learner’s 236 – 241
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other learning
resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing Motivation.
previous lesson or You and your friends Joey, Kim, Lala, and Mac are playing hide-
presenting the new and-seek and your respective locations can be illustrated as points
lesson in a Cartesian coordinate plane as shown below. Can you locate
the point that corresponds to each of your playmates?

Answer: Joey (2, 4), Kim (3, 0), Lala (-4, 1) and Mac (0, -2)

B. Establishing a Let learners to describe a point in the Cartesian coordinate plane

purpose for the and introduce another coordinate system, which can be
lesson represented in dartboard-like plane as shown below:

314
 Polar Coordinate Plane
Help students recall the special angles (in radians) and let them
recite them as you point them on the polar plane from [0, 2𝜋].

C. Presenting Refer to “Motivation.” Present the points on the polar plane.

examples/instance
s of the new
lesson

Polar Coordinates of a Point

It is composed of a fixed point called the pole (which is the origin in
the Cartesian coordinate system) and a fixed ray called the polar
axis (which is the nonnegative x-axis).

In the polar coordinate system, a point is described by the ordered

pair (r,𝛳). The radial coordinate r refers to the directed distance of
the point from the pole.
The angular coordinate 𝜃 refers to a directed angle (usually in
radians) from the polar axis to the segment joining the point and
the pole.

315
D. Discussing new Example 1: Example 1:
concepts and Plot the following points in one Plot the following points in one
practicing new 𝜋 5𝜋 𝜋 2𝜋
polar plane: A(1, ), B(1, ), polar plane: A(1, ), B(2, ),
skills #1 4 6 4 3
7𝜋 19𝜋 3𝜋 4𝜋
C(2, ), D(4, ), E(3, −𝜋), C(3, ), D(4, ), E(3, −𝜋),
6 12 4 3
7𝜋 17𝜋 17𝜋 7𝜋 3𝜋 11𝜋
F(4, − ), G(2.5, ), H(4, ), F(2, ), G(1.5, ), H(4, ),
6 4 6 3 2 6
5𝜋 𝜋 4𝜋
I(3, − ), and J(3. 5, − ). I(2, − ) and J(3.5, −2𝜋).
3 4 3
Answer: Answer:

E. Discussing new The polar coordinates (r, ϴ + 2k𝜋), where k 𝜖 Z, represent the same
concepts and point as that of (r,𝛳).
practicing new
skills #2

Points in Polar Coordinates

1. For any 𝜃, the polar coordinates (0,𝜃) represent the pole.
2. A point with polar coordinates (r,𝜃) can also be represented by
(r, 𝜃 + 2k𝜋) or (-r, 𝜃 + 2k𝜋) for any integer k.
F. Developing Example 2: Example 2:
mastery (leads to Plot the following points in one
formative 𝜋
polar plane: 𝐴 (−1, ),
assessment) 4

316
 5𝜋 Plot the following points in one
𝐵 (−2, ), 𝐶(−3, 𝜋), and
3 𝜋
7𝜋 polar plane: 𝐴(−1, 𝜋), 𝐵 (−2, ),
𝐷 (−4, − ). 3
4 11𝜋 𝜋
Answer: 𝐶 (−3, ), and 𝐷 (−4, − ).
6 4
Answer:

G. Finding Activity: A Letter on Polar

practical Ask learners to select a partner. Provide each pair with a sheet of
applications of paper where a polar coordinate plane is drawn. They should plot
concepts and skills at least five points on the polar coordinate plane such that these
in daily living points, when connected in a unique way, will easily form the first
letter of the name of one of them. They should be able to identify
the polar coordinates of the points they used.
𝜋
Example: Letter J comprised of the following points: 𝐴 (6, ),
3
𝜋 7𝜋 3𝜋 4𝜋
𝐵 (3, ), 𝐶 (4, ), 𝐷 (4, ), 𝐸 (3, ), and 𝐹(2, 𝜋)
12 4 2 3

Let the pairs exchange their outputs and check them.

1. How did you determine the polar coordinates of the points?
2. Can you give other polar coordinate that also refers to the point
other than what you have in your answers? Cite an example.
3. What do you still need help with?

317
H. Making 1. Illustrate the polar coordinate system.
generalizations 2. How do you locate points in a polar coordinate plane when
and abstractions 𝑟 ≥ 0? when < 0 ?
about the lesson 3. Can a point be defined by two or more polar coordinates?
Explain.
4. When do two or more polar coordinates define the same point?

I. Evaluating Plot the following points in one polar plane:

learning 𝜋 7𝜋
1. 𝐴 (2, ) 5. 𝐸 (4, − )
2 6
4𝜋 𝜋
2. 𝐵 (1, ) 6. 𝐹 (1.5, − )
3 12
11𝜋 𝜋
3. 𝐶 (4, ) 7. 𝐺 (−1, )
6 3
2𝜋 5𝜋
4. 𝐷 (3, − ) 8. 𝐻 (−2, )
3 4
Answer:

J. Additional Answer activity on page 262 of the Teacher’s Guide Homework

activities for 3.9.1
application or
remediation

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. Number of
learners who
earned 80% on the
formative
assessment
B. Number of
learners who
require additional
activities or
remediation
C. Did the
remediation
lessons work?
Number of learners
who have caught
up with the lesson.
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well?

318
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
others?

319
SCHOOL LEARNING
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard circular functions, trigonometric identities, inverse
trigonometric functions and polar coordinate system.
B. Performance The learner is able to formulate and solve accurately
Standard situational problems involving the polar coordinate system.

C. Learning At the end of the session, the learners are expected to:
Competencies/ convert the coordinates of a point from rectangular to polar
Objectives systems and vice versa (STEM_PC11T-IIj-2)

II. CONTENT CONVERT RECTANGULAR COORDINATES TO

POLAR COORDINATES AND VICE VERSA
III. LEARNING
RESOURCES
A. References 1 hour
1. Teacher’s Pp. 263 - 266
Guide Pages
2. Learner’s pp. 236 - 252
Material Pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource
Portal

B. Other Learning https://www.analyzemath.com/polarcoordinates/polar_rectan

Resources gular.html
https://www.coursehero.com/file/p7ktphe/Polar-coordinates-
are-very-useful-in-many-real-life-applications-where-one/
IV. PROCEDURES
A. Reviewing
Previous lesson Recall on how to locate points in a polar coordinate system.
𝜋 5𝜋 4𝜋
or presenting Ask the class to plot the points A(2, ), B (2, ), and C (-3,
3 6 3
the new lesson ) in the given polar plane.

320
B. Establishing a Give the situation below to show the overview of the lesson.
purpose for the
lesson “In going to school, a student from her house, can either walk
or ride. Either way, a student can arrive to her destination. The
same is true for our lesson today. In plotting points, one can
use the rectangular coordinates or the polar coordinates.
Whatever method will be used, as long as the point is plotted
correctly, the result will just be the same.”

C. Presenting Present the conversion below:

examples/insta
nces of the new
lesson

Average Advanced

D. Discussing new Convert each rectangular Convert each rectangular

concepts and coordinates to polar coordinates to polar
practicing new coordinates (r,𝜃), where r≥0. coordinates (r,𝜃), where r≥0.
skills #1 1. (-4,0) Ans. (4,0 𝑟𝑎𝑑) 1. (-4,0) Ans. (4, 0)
2. (6,2) 2. (-3, −√3)
1 11𝜋
Ans. (2√10, tan-1 ) Ans. (2√3, )
3 6

321
 3. (√5,4)
𝜋 4
(4,4) Ans. (4√2 , ) Ans. (√21 , tan-1 )
4 √5
Present the other conversion:

E. Discussing new
concepts and
practicing new
skills #2 Average Advanced

Convert each polar point to Convert each polar point to

rectangular point. rectangular point.
𝜋 𝜋
1. (2, ) 1. (2, )
6 6
Ans. (√3 , 1) Ans. (√3 , 1)
𝜋 𝜋
2. (2,- - ) 2. (2,- - )
4 4
Ans. (√2 ,-√2) Ans. (√2 ,-√2)
3. (3,2π) 3. (4,3𝜋)
Ans. (3,0) Ans. (-4,0)

Average Advanced

Think-Pair-Share Think-Pair-Share

Convert each rectangular Convert each rectangular point

point to polar point. to polar point.
1. (2,2) 1. (2,2)
𝜋 𝜋
Ans. (2√2 , ) Ans. (2√2 , )
4 4
2. (-5,2) 2. (√5,2)
2 2
F. Developing Ans. (√29 , tan-1 ) Ans. (3, tan-1 )
−5 √5
mastery (leads 3. (3,-3) 3. (3,-3)
7𝜋 7𝜋
to Formative Ans. (3√2 , ) Ans. (3√2 , )
4 4
Assessment)
Convert each polar point to Convert each polar point to
rectangular point. rectangular point.
1. (-5,π) 1. (-5,π)
Ans. (5,0) Ans. (5,0)
2. (5,-2π) 2. (5,-2π)
Ans. (5,0) Ans. (5,0)
2𝜋 2𝜋
3. (3, - ) 3. (3, - )
3 3
3 3√3 3 3√3
Ans. (- - , - ) Ans. (- - , - )
2 2 2 2

322
 G. Finding Tell the class that polar coordinates are very useful in many
practical “real-life” applications where one moves from one point to
applications of another along an unimpeded vector, such as in the navigation
concepts and of a plane, a ship, or a rocket.
skills in daily
living

H. Making
generalizations Let the class state the process of converting rectangular
and coordinates to polar coordinates, and vice versa.
abstractions
about the
lesson

Average Advanced
Convert the polar coordinates to Convert the polar
rectangular coordinates. coordinates to rectangular
5𝜋 coordinates.
1. (-1,- )
6 5𝜋
√3 1 1. (-1,- )
Ans. ( ,- ) 6
2 2 √3 1
2. (5,5π) Ans. ( ,- )
2 2
Ans. (-5,0) 2. (3,4𝜋)
3𝜋
3. (6, ) Ans. (3,0)
2 3𝜋
Ans. (0,-6) 3. (6, )
2
Ans. (0,-6)
I. Evaluating Convert the rectangular
learning coordinates to polar Convert the rectangular
coordinates. coordinates to polar
1. (√3,- √3) coordinates.
7𝜋 1. (√3 , -√3)
Ans. (√6 , )
4 7𝜋
2. (1,4) Ans. (√6 , )
4
Ans. (√17, tan-1 4) 2. (1.3,4.2)
4.2
3. (4, √5) Ans. (4.396, tan-1 )
1.3
√5
Ans. (√21, tan-1 3. (4, √5)
4
Ans. (√21, tan-
1√5
4

J. Additional Answer numbers 3&4 on pages 252 of the LM

activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

323
B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson

D. No. of learners who

continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

324
SCHOOL LEARNING Pre-Calculus
AREA/SUBJECT
TEACHER WEEK/DAY

I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of
Standard circular functions, trigonometric identities, inverse trigonometric
functions, and the polar coordinate system.
B. Performance The learner shall be able to formulate and solve accurately
Standard situational problems involving the polar coordinate system.
C. Learning The learners solve situational problems involving polar coordinate
Competencies/ system. STEM_PC11T-IIj-3
Objectives
1. Identify and sketch the graph of a given polar equation.
2. Solve situational problems involving polar coordinate system.
II. CONTENT Trigonometry
III. LEARNING
RESOURCES
A. References
1. Teacher’s 266 – 277
Guide pages
2. Learner’s 244 – 250
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other learning
resources
IV. PROCEDURE
A. Reviewing Let students recall from
previous lesson or previous lesson the
presenting the following concepts:
new lesson
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑦
sin 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑟
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑥
cos 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑟
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑦
tan 𝜃 = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑥
2 2 2
𝑟 = 𝑥 +𝑦
𝑥 = 𝑟 cos 𝛳
𝑦 = 𝑟 sin 𝛳

B. Establishing a The teacher will state that the objective of the lesson is to solve
purpose for the problems involving polar coordinates.
lesson
C. Presenting Present the lesson by citing examples 1 and 2.
examples/instance Example 1: Identify and sketch the graph of 𝑟 = 2 cos 𝜃.

325
s of the new Solution. 𝑟 = 2 cos 𝜃
lesson 𝑟2 = 2𝑟 cos 𝜃
𝑥 2 + 𝑦 2 = 2𝑥
𝑥 2 − 2𝑥 + 𝑦 2 = 0
(𝑥 − 1)2 + 𝑦 2 = 1
What is the graph of the
equation?
Answer: A circle with center
at (1, 0) with a radius of 1
unit.

Convert (1, 0) to polar

coordinate.
Answer: (1, 0)

Therefore, the graph of 𝑟 = 2 cos 𝜃 is a circle tangent to the y-axis

with center at (1, 0).

D. Discussing new Example 2: Identify and sketch the graph of 𝑟 = 4 sin 𝜃.

concepts and Solution. 𝑟 = 4 sin 𝜃
practicing new 2
𝑟 = 4𝑟 sin 𝜃
skills #1 𝑥 2 + 𝑦 2 = 4𝑦
𝑥 2 + 𝑦 2 − 4𝑦 = 0
𝑥 2 + (𝑦 − 2)2 = 4
What is the graph of the
equation?
Answer: A circle with
center at (0, 2) with a
radius of 2 units.

Convert (0, 2) to polar

coordinate.
π
Answer: (2, )
2

Therefore, the graph of 𝑟 = 4 sin 𝜃 is a circle tangent to the x-axis

𝜋
with center at (2, ).
2

E. Developing Group Activity:

mastery (leads to Divide the class into four groups. Each group will sketch the graph
formative of the polar equation on a manila paper and a representative from
assessment) each group will present their work.

Groups 1 and 3: Identify and sketch the graph of 𝑟 = −4 cos 𝜃.

Solution: 𝑟 = −4 cos 𝜃
𝑟 2 = −4𝑟 cos 𝜃
𝑥 2 + 𝑦 2 = −4𝑥
𝑥 + 4𝑥 + 𝑦 2 = 0
2

(𝑥 + 2)2 + 𝑦 2 = 4
A circle with center at (-2, 0) with a radius of 2 units. (-2, 0) is
equivalent to (2, 𝜋) in polar coordinate.
Therefore, the graph of 𝑟 = −4 cos 𝜃 is a circle tangent to the y-
axis with center at (2, 𝜋).

326
 Groups 2 and 4: Identify and sketch the graph of = −3 sin 𝜃 .
Solution. 𝑟 = −3 sin 𝜃
2
𝑟 = −3𝑟 sin 𝜃
𝑥 2 + 𝑦 2 = −3𝑦
𝑥 2 + 𝑦 2 + 3𝑦 = 0
𝑥 2 + (𝑦 − 1.5)2 = 2.25
A circle with center at (0, 1.5) and a radius of 1.5 units.
3𝜋
(0, 1.5) is equivalent to (1.5, ) in polar coordinate.
2
Therefore, the graph of 𝑟 = −3 sin 𝜃 is a circle tangent to the x-
3𝜋
axis with center at (1.5, ).
2

F. Finding Guided Practice:

practical The teacher will present the following problems and the students
applications of will help solve the problems.
concepts and skills 1. The sound-pickup capability of a certain brand of microphone is
in daily living described by the polar equation 𝑟 = −4 cos 𝜃, where |𝑟| gives the
sensitivity of the microphone to a sound coming from an angle ϴ
in (radians).
(a) Identify and sketch the graph of the polar equation.
(b) Sound coming from what angle 𝛳 ∈ [0, 𝜋]is the microphone
most sensitive to? Least sensitive?

327
 Solution. (a) 𝑟 = −4 cos 𝜃
𝑟 2 = −4𝑟 cos 𝜃
𝑥 + 𝑦 2 = −4𝑥
2

𝑥 + 4𝑥 + 𝑦 2 = 0
2

(𝑥 + 2)2 + 𝑦 2 = 4
This is a circle of radius 2 and with center at (2, 𝜋).

(b) We construct a table of values.

𝑥 0 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝜋
6 4 3 2 3 4 6
𝑟 −4 −3.46 −2.83 −2 0 2 2.83 3.46 4

From the table, the microphone is most sensitive to sounds

coming from angles 𝜃 = 0 and 𝜃 = 𝜋, and least sensitive to sound
𝜋
coming from an angle 𝜃 = .
2

2. A comet travels on an elliptical orbit that can be described by

the polar equation
1.164
𝑟=
1 + 0.967 sin 𝜃
with respect to the sun at the pole. Find the closest distance
between the sun and the comet.
𝑥 0 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝜋
6 4 3 2 3 4 6
𝑟 1.164 0.785 0.691 0.633 0.592 0.633 0.691 0.785 1.164

𝑥 7𝜋 5𝜋 4𝜋 3𝜋 5𝜋 7𝜋 11𝜋
6 4 3 2 3 4 6
𝑟 2.254 3.681 7.161 35.273 7.161 3.681 2.254
1.164
The closest distance occurs when sin 𝜃 = 1, so 𝑟 = ≈
1.967
0.59 𝑢𝑛𝑖𝑡𝑠.

G. Making Let students answer:

generalizations
and abstractions 1. How do we identify and graph polar equations?
about the lesson 2. What are the steps in solving a word problem involving polar
coordinate system?
2. What am I already good at?
3. What do I still need help with?

328
H. Evaluating Answer the following problems.
learning 1. Identify and sketch the graph of 𝑟 = 6 sin 𝜃.
Solution. 𝑟 = 6 sin 𝜃
𝑟 2 = 6𝑟 sin 𝜃
𝑥 2 + 𝑦 2 = 6𝑦
𝑥 + 𝑦 2 − 6𝑦 = 0
2

𝑥 2 + (𝑦 − 3)2 = 9
A circle with center at (0, 3) and a radius of .
𝜋
(0, 3) is equivalent to (3, ) in polar.
2
Therefore, the graph of 𝑟 = 6 sin 𝜃 is circle tangent to the x-axis
𝜋
with center at (3, ).
2

2. Identify and sketch the graph of 𝑟 = 4 cos 𝜃.

Solution. 𝑟 = 4 cos 𝜃
𝑟 2 = 4𝑟 cos 𝜃
𝑥 2 + 𝑦 2 = 4𝑥
𝑥 − 4𝑥 + 𝑦 2 = 0
2

(𝑥 − 2)2 + 𝑦 2 = 4
A circle with center at (2,0) and a radius of 2 units.
(2, 0) is equivalent to (2, 0) in polar coordinate.
Therefore, the graph of 𝑟 = 4 cos 𝜃 is a circle tangent to the y-axis
with center at (2, 0).

3. The sound-pickup capability of a certain brand of microphone is

described by the polar equation
𝑟 = 1.5(1 + 𝑐𝑜𝑠𝜃),
where |𝑟| gives the sensitivity of the microphone of a sound
coming from ange 𝜃 (in radians).

329
(a) Identify and sketch the graph of the polar equation.
(b) Sound coming from what angle 𝜃 ∈ [0, 2𝜋) is the microphone
most sensitive to? Least sensitive?

Solution:
(a) A cardioid

(b) We construct the table of values.

𝑥 0 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝜋
6 4 3 2 3 4 6
𝑟 3 2.80 2.56 2.25 1.5 0.75 0.44 0.20 0

𝑥 7𝜋 5𝜋 4𝜋 3𝜋 5𝜋 7𝜋 11𝜋
6 4 3 2 3 4 6
𝑟 0.20 0.44 0.75 1.5 2.25 2.56 2.80

From the table, the microphone is most sensitive to sounds

coming from angle at 𝜃 = 0 and least sensitive to sounds coming
from angle at 𝜃 = 𝜋.

4. Polar equations are also used by scientists and engineers to

model motion of satellites orbiting the Earth. One satellite follows
the path
36210
𝑟= ,
6−cos 𝜃
where 𝑟 is the distance in kilometres between the center of the
Earth and the satellite, and 𝜃 is the angular measurement in
radians with respect to a fixed predetermined axis.
(a) At what value of 𝜃 ∈ [0,2𝜋) is the satellite closest to Earth, and
what is the closest distance?
Answer:
𝑥 𝟎 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝝅
6 4 3 2 3 4 6
𝑟 7242 7053.0 6841.2 6583.6 6035 5570.8 5398.8 5273.8 5172.9

𝑥 7𝜋 5𝜋 4𝜋 3𝜋 5𝜋 7𝜋 11𝜋
6 4 3 2 3 4 6
𝑟 5273.8 5398.8 5570.8 6035 6583.6 6841.2 7053.0

330
 The satellite is closest to Earth when cos 𝜃 = −1, and this occurs
36210
when 𝜃 = 𝜋. The closest distance is, therefore, 𝑟 = ≈
6−(−1)
5172.9 kilometers.
(b) How far away from the Earth can the satellite reach?
36210
Answer: The satellite can reach as far as 𝑟 = ≈ 7242 𝑘𝑚
6−1
away from the Earth.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. Number of
learners who
earned 80% on
the formative
assessment
B. Number of
learners who
require additional
activities or
remediation
C. Did the
remediation
lessons work?
Number of
learners who have
caught up with the
lesson.
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching
strategies worked
well?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with others?

331